Institute of Distance Education

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Browsing Institute of Distance Education by Subject "Academic achievement."

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    Factors affecting academic performance in government schools. a case of Nchelenge district, Luapula province.
    (The University of Zambia, 2022-07-22) Machina, Anthony
    The purpose of this study was to investigate factors affecting pupil’s performance in public secondary schools at junior and senior level in Nchelenge District of Luapula province. Specifically, the study sought to establish the effects of teaching and learning resources on pupils’ performance at junior and senior examinations, the extent to which the teaching and learning process and social cultural factors affect the performance in examination council of Zambia (ECZ) examinations. Strong school cultures have better motivated teachers; highly motivated teachers have greater success in terms of pupil performance and learner Outcomes. School teachers seeking to improve pupils’ performance should focus on improving the school’s culture by getting the relationships right among themselves, pupils’ and parents. This study adopted descriptive survey design .The sample of 33 respondents were selected on the basis of the fact that the current researcher sough that they would provide experience on the factors that hinder the academic performance in Nchelenge public secondary schools; then were selected with purpose, hence, the sampling techniques applied in this study was purposeful sampling technique. The study established that, inadequate facilities such as science equipment, classes, dormitories and other teaching and learning resources influenced learners’ performance in public schools at junior and senior examinations level. The researcher recommends that, hours within the week be increased as a way of recovering missed lessons which occur due to unavoidable circumstances such as national public holidays, sports completion and drama festivals among others. The Ministry of General Education should ensure that all schools are provided with the necessary text books and other relevant resources to enrich learning environment. The government should also revise the school syllabus.
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    Factors affecting pupils’ academic performance in selected urban secondary schools in Kitwe district on the Copperbelt province, Zambia.
    (The University of Zambia, 2022-07-08) Chungu, Mbolela
    The study investigated the factors that contribute to Pupil Poor Academic Performance in selected schools of Kitwe Urban namely: Wusakile, Mitanto, Nkana and Mindolo Secondary Schools. The academic results at grade twelve in these schools have progressively deteriorated in the past two years (2016 and 2017). The study aimed at determining the extent to which the School and Home environments influenced the academic performance of pupils at grade twelve in the selected schools. A case study design was used which applied the qualitative paradigm and sparingly used quantitative data for the purpose of obtaining descriptive statistics. However, the study was more inclined to the qualitative research paradigm. The target population comprised teachers, pupils and school administrators. Purposive sampling procedures were used for the fifty-four (54) respondents who participated in the study. Data were collected through questionnaires, interview guides, focus group discussions and voice recordings. Qualitative data were analyzed thematically through identification of themes and sub-themes that emerged. Basic descriptive statistics such as frequencies, percentages and tables were used in the analysis of quantitative data. The findings of the study established the following as factors contributing to poor pupil academic performance in selected secondary schools in Kitwe District: insufficient study space, inadequate provision of learners’ academic and social welfare, non-parental involvement in monitoring pupil commitment to studies, inadequate teacher up-grading, teachers not updating themselves with educational information and practice research, a lack of teacher involvement in internal and external capacity building educational programs, lack of pupil commitment to learning and study through searching for knowledge from their teachers, peers and available libraries and laboratories, lack of self-discipline among pupils. The study recommended that schools should: develop and implement strategic plans aimed at improving their infrastructure and general aesthetical outlook, restock their libraries and re-equip their laboratories, adequately monitor and supervise their teachers and pupils, establish Guidance and Counseling staff positions, develop a culture of research and peer review in teaching practice. The Ministry of General Education should involve Head teachers in the selection of new teachers before they are posted to schools.
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    Teacher monitoring evaluation scores and pupil academic performance of grade nine (9) pupils in Milenge district, Zambia.
    (The University of Zambia, 2022-07-11) Chikonde, Godfrey
    The researcher outlined the background to this study by giving a brief background to the study, clearly states the statement of the problem, objectives of the study, research questions, and purpose of the study, theoretical framework, conceptual framework and literature on the study area. The general objective of this study was to study teacher monitoring evaluation scores and pupil academic performance of grade pupils in Milenge district. The specific objectives were; to determine teachers understanding of the teacher monitoring evaluation scores in Milenge district. To determine how monitoring evaluation scores, improve classroom performance of teachers in Milenge district. To establish whether teacher monitoring evaluation scores is a reflection of pupil academic performance of grade nine pupils in Milenge district. And to suggest possible improvements to make to teacher monitoring evaluation scores more effective in Milenge district. The study adopted a descriptive research design were both quantitative and qualitative approaches of data collection were employed. A total of 60 respondents constituted the sample of the study which included ten (10) head teachers, thirty-two (32) teachers, two (2) Education Standard Officers, ten (10) Deputy Head teachers and six (6) Heads of departments. The researcher used three types of research instruments namely; questionnaires, interviews and interview schedules. From the study it was evident that teachers understanding of the teacher monitoring evaluation scores improved pupil academic performance. The study established teacher monitoring evaluation scores had an effect on improving the classroom performance of teachers as they kept on perfecting identified areas to be their weakness. It was established that prompt giving of feedback to teachers helped them in improving in the pedagogical skills. The study also revealed that teacher monitoring evaluation scores was a reflection of pupil academic performance as the teacher performance reflected on the results scored by individual pupils. From the study, it was concluded that teachers understanding of the teacher monitoring evaluation scores was cardinal in improving classroom performance of both teachers and pupils. The researcher therefore, recommended that teacher monitoring should be intensified and done.