Academic Performance of Senior Secondary School Students: Influence of Parental Encouragement and School Environment

Narad, Anshu; Abdullah, Bilkees

doi:10.21659/rupkatha.v8n2.02

Cited by 76 publications

(66 citation statements)

References 3 publications

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“…Bulach et al, (2006) pointed out that a person who performs efficiently to achieve his/her objectives and results to the proper standard. According to Narad and Abdullah (2016) academic performance is the acquired knowledge which is estimate by marks by a teacher and/or educational goals that have been fixed by students and teachers to be accomplished over a specific period of time, which often a semester. Martha (2009) has affirmed on students' examination, tests, and in a course work.…”

Section: Academic Performancementioning

confidence: 99%

“…Academic outcomes are seen to be the axis around which the whole education system revolves. Narad & Abdullah (2016) suggested that learners' achievement assigns the success or failure of any academic institution. Singh, Malik & Singh (2016) also have mentioned that pupils' performance has a direct effect on the socio-economic development of a country.…”

Section: Academic Performancementioning

confidence: 99%

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What Is the Difference? Online and Face-to-Face Authentic Assessment Strategy

Boti¹,

E'layan²

2020

JSE

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Online learning has gained more attention in educational institutions recently, and various assessment strategies have been examined to improve performance. Despite these contributions, there is a lack of studies in eastern countries within their own contexts that investigate and compare online and face to face authentic assessment. The purpose of this research is to understand the effectiveness of online and face- to- face instructional methods on students’ performance based on authentic assessment strategy. To achieve this goal, a quantitative method is adopted and paired T- test is applied to analyze the data. The sample consists of 38 female students in sixth grade registered in English subject class in a primary school, and has been taught by the same instructor. The result shows that students who assessed during online class have achieved higher scores than those who assessed in the traditional section. However, the article has presented further explanation, discussion, and a direction for future research.

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Section: Academic Performancementioning

confidence: 99%

Section: Academic Performancementioning

confidence: 99%

What Is the Difference? Online and Face-to-Face Authentic Assessment Strategy

Boti¹,

E'layan²

2020

JSE

View full text Add to dashboard Cite

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“…Academic performance in school is associated with parental involvement (Narad & Abdullah, 2016), school environment (Narad & Abdullah, 2016), peer influence (Hanushek, Kain, Markman, & Rivkin, 2003), learning facilities (Singh, Malik, & Singh, 2016), socio-economic background such as school location, and good physical facilities such as classrooms, libraries, workshops (Kibaara & Ndirangu, 2014). Raychaudhuri, Debnath, Sen, and Majumder (2010) found that academic performance of students depends on various socio-economic variables like students' participation in the class, family pay, teacher-student ratio, presence of qualified teachers in school, and gender of the student.…”

Section: Theoretical/conceptual Frameworkmentioning

confidence: 99%

“…The success and failure of any educational institution is measured in terms of academic performance of students. Both the schools and parents have very high expectations from students with respect to their academic performance, as they believe that better academic results lead to better career options and future security (Narad & Abdullah, 2016).…”

Section: Theoretical/conceptual Frameworkmentioning

confidence: 99%

A Comparative Analysis of High and Low Performing Schools in Agriculture in Eswatini

Tsikati

Motsa²

2019

JIAEE

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Analysis of the school performance in external Agriculture examination showed that there were schools that consistently performed well and those constantly performing poorly in Eswatini. Unfortunately, there is no study that has sought to analyze the characteristics of the high performing and low performing schools in agriculture in Eswatini. Thus, the purpose of the study was to analyze the high and low performing schools in Agriculture in Eswatini. A comparative analysis targeting 27 schools: 15 high performing and 12 low performing schools was conducted. All the 38 teachers and 26 teachers from high and low performing schools respectively, participated in this study. A questionnaire was used in data collection. Three experts from the Department of Agricultural Education and Extension at University of Eswatini and two agriculture teachers validated the questionnaire. Thirty agriculture teachers who were not involved in the study were used in pilot testing to establish inter-item reliability using Cronbach’s Alpha and the reliability coefficient was .82. Data were analyzed using descriptive statistics. Findings revealed that high performing schools possessed the following features over low performing schools: motivation of learners to excel in academic work, practice farming in school garden, student making consultations with teachers, provision of extra lessons for students, monitoring class attendance and absenteeism, and teachers attending classes regularly. Also, the Ministry of Education and Training, headteachers, agriculture teachers and parents were more involved in high performing schools than in low performing schools. Therefore, the study recommended that special attention should be made to assist all stakeholders in low performing schools improve the academic performance. Keywords: academic performance; agriculture; comparative analysis; low performing school; high performing school

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“…The capacity in terms of intellect, environmental settings and personal traits of an are the factors which influence academic performance of learners. (Narad & Abdullah, 2016). (Jackson, 2009) found that parents of children studying in higher secondary classes think that they are grownups.…”

Section: Introductionmentioning

confidence: 99%

Impact of Parental Involvement on Academic Performance of Students

2019

JEP

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The present study was undertaken to examine the relationship between parental involvement and academic performance of students at higher secondary classes. Two research questions and two hypotheses were developed. For this study sequential explanatory mixed method design was used. Population was students of higher secondary classes studying in Karachi. Quota sampling was used because population was comprised three group of students including arts, commerce and science. Two hundred students of higher secondary classes studying arts, commerce and science and two senior faculty members were chosen as sample of the study from a women college working in Karachi. In depth interview was conducted with the ample faculty members to collect data. A questionnaire was developed for data collection from sample students. Questionnaire was comprising two sections. Section one was meant to collect demographic information. Section two was based on four point rating scale comprising twenty statements for the chosen variables. Data collected for the study analyzed by using descriptive statistics, and Anova. On the basis of the results of the study it was concluded that two factors of parental involvement i.e. Moral and financial do affect academic performance of students of higher secondary classes. It is recommended that the parents should spend time with their children and do discuss their academics at home. Parents should have frequent interaction with teachers and management of institutions in order to know that how they can add more towards academic betterment of their children. Government should take measures to encourage capable children of less affluent class specially to have quality addition to manpower of the country.

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Academic Performance of Senior Secondary School Students: Influence of Parental Encouragement and School Environment

Cited by 76 publications

References 3 publications

What Is the Difference? Online and Face-to-Face Authentic Assessment Strategy

What Is the Difference? Online and Face-to-Face Authentic Assessment Strategy

A Comparative Analysis of High and Low Performing Schools in Agriculture in Eswatini

Impact of Parental Involvement on Academic Performance of Students

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