Institute of Distance Education

Permanent URI for this collection

http://41.63.25.24:4000/handle/123456789/4936

Browse

Browsing Institute of Distance Education by Subject "Academic Achievement -- Zambia"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The effect of indiscipline on learner performance in selected secondary schools in Petauke District, Zambia
    (University of Zambia, 2016) Kasaro, Dick Newton
    The purpose of this study was to establish whether indiscipline of pupils in selected secondary schools of Petauke district has an effect on their academic performance. Four secondary schools were selected out of the ten day secondary schools in Petauke district so as to find out how indiscipline affected the pupil's academic performance. Head teachers of four secondary schools and teachers were interviewed to find out whether they hold the view that the poor performance of their schools has anything to do with pupils' bad behaviour. 288 pupils responded to questionnaires. The questions required them to rate themselves how the administration of school rules affected their academic performance. Furthermore, question established how the observance of time, administration of punishment and whether a relationship existed between learner academic performance and indiscipline. Qualitative data was analysed using frequency tables and pie charts to identify respondents' attitude towards the significance of observance of school rules and regulations. Additionally, quantitative data was analyzed by using Pearson's correlation coefficient to establish whether a relationship existed between misbehavior and academic performances. The results showed that pupils who indulged themselves in mischief performed badly in all types of assessments. While schools aimed at producing a pupil who could pass examination, using the prescribed methods of teaching, pupils saw this as a way of depriving them of their rights and freedom hence the resistance which translated into misbehavior. As such what the pupils did in schools did not conform to school rules which in turn derailed the system of teaching and learning. Non observance of time and failure to follow school rules led to poor coverage of topics and poor understanding of concepts by teachers and pupil respectively. Consequently, pupils who were well behaved perform better than those who were badly behaved. The poor results attained by pupils who were badly behaved further confirmed that it was mainly the pupils' fault and not the teachers' for their poor performance. In view of these findings, it was evident that pupils' poor performance was as a result of non-adherence to schools rules and regulations. These findings have critical implications on pupils' performance and administration in secondary schools in general. The results also showed that pupils did not have an understanding of the importance of school rules such that any departure from them meant negative implications on pupils than on the teachers. Pupils showed ignorance of the fact that rules were meant to help them learn in a conducive and enabling environment. This made most of them not to respect and follow school rules. In this regard, school rules needs to be emphasized and read to pupils regularly. During assemblies there is need to go through those rules which are frequently broken by pupils. The importance of time should be explained to learners. School rule and time-tables are supposed to be displayed clearly so that learners find it easy to read and follow them. The school authorities should make sure that disciplinary committees are in operation in schools and that disciplinary cases are handled amicably so that would be offenders refrain from committing similar offenses. Parents are also supposed to be availed to school rules so that they also help in the re-enforcing of some of them.
  • Thumbnail Image
    Item
    Effects of the School Strategic Plan on pupils' academic performance in selected secondary schools of Lundazi District, Zambia
    (University of Zambia, 2016) Chimuka, Rodia
    The purpose of this study was to investigate the effects of secondary schools strategic planning on pupils' academic performance in selected schools of Lundazi District. In Eastern Province of Zambia, schools have formulated smart mission statements and have three year strategic plans which are guiding the prioritisation of school projects, programs and directing the available resources towards priority targets. District Education Board Secretaries' offices in the province, Lundazi District inclusive, have been organising workshops and seminars for head teachers and other stake holders on how to develop strategies to mitigate the problem of poor academic results in schools. Incidentally, while some schools that have strategic plans are performing better in terms of academic performance, some schools have continued producing poor results despite the strategic plan in place. It is therefore for this reason and background that this study was set to investigate the influence of strategic planning in relation to individual strategic programme areas on pupils' academic performance in selected schools of Lundazi district of Eastern Province. The study had four objectives; to determine the extent to which schools' mission statements influenced pupils' academic performance, to assess how schools' continuous assessment strategy influenced pupils' academic performance, to determine how schools' improving teacher preparedness strategy influenced pupils' academic performance and to establish the extent to which schools' leadership, management and supervision strategies influenced pupils' academic performance in selected schools of Limdazi District. The study was guided by Hergreaves theory of school effectiveness and improvement. The study employed a descriptive survey design targeting head teachers, head of departments, teachers and pupils. The sample had 3 Head teachers, 15 head of departments, 30 teachers and 120 pupils. The research instruments used were mainly questionnaires and interview guide. Qualitative data obtained from the study was analyzed using the statistical package for social sciences (SPSS). From the study it was established that; the majority of the schools had a mission statement written on school walls and entrances, however they were not always verbally communicated and explained across the school and as such only influenced pupils' performance to a little extent. Another finding was that, schools that had put continuous assessment programme in place in assessing their pupils' made a considerable progress to their pupils' academic performance. It was further established that improving teacher preparedness was among the various strategies used by schools and this had positively influenced pupils' academic performance. The study further revealed that, leadership and supervision of teaching and learning strategy influenced pupils' academic performance to a large extent. The overall findings indicated that there was a positive and significant influence of the school strategic plan on pupils' academic performance with the greatest influence fi-om teacher preparedness strategy. The following were the recommendations made: School vision and mission statement should be regularly communicated to all pupils in order for them to take ownership of the school improvement. MoGE should engage school administrators in creating alternative strategies to improve pupil academic performance and reinforce the implementation of strategic planning in schools with intensive monitoring and supervision. Further research was recommended on the effectiveness of school leadership in the implementation of strategic plans in secondary schools.