Factors Influencing Poor Performance of Learners in the Grade Seven Examinations: A Case of Umguza District

Moyo, Wisdom; Maseko, Thelma

doi:10.6007/ijarbss/v6-i1/1992

Cited by 4 publications

(7 citation statements)

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“…Poor teaching methods are also related to inadequate tools and equipment in the schools. Moyo and Maseko [32] stated that poor teaching methods and failure to use instructional material effectively affects teaching and learning negatively and thereby influencing the performance of students as well. Additionally, the results of this study again revealed that lack of resourceful libraries and laboratories is another challenge militating against effectiveness of teaching and learning of agricultural science.…”

Section: Discussionmentioning

confidence: 99%

“…The ineffective teaching and learning of agriculture have been caused by teachers frequently using the lecture method, a lack of tools, unequipped laboratories, lack of school farms and gardens, difficulties in organizing field trips, poorly motivated teachers, and students' negative attitudes toward agriculture. Moyo and Maseko [32] stated that poor teaching methods and failure to use instructional material effectively affects teaching and learning that influence the performance of students.…”

Section: Literature Reviewmentioning

confidence: 99%

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Assessing the Perception of Pre-Service Teachers on Teaching and Learning of Agriculture in Colleges of Education in Ghana

Menka¹,

Atteh²

2022

AJAAR

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This study sought to examine the effectiveness of teaching and learning of agriculture among pre-service teachers, including the challenges facing the teaching and learning of agriculture among students in the colleges of education in Ghana. A survey design with a quantitative data was gathered for the study. Stratified sampling method was used to select respondents in Ashanti and Western North regions. The data collected were analysed using descriptive statistics. The findings revealed that 70% of the pre-service agriculture students hold the view that the teaching and learning is not effective among the students in the colleges. The study again identified the challenges that militate against teaching and learning of agriculture. The challenges were inadequate tools and equipment, lack of resourceful libraries and laboratories, insufficient time to complete the curriculum, lack of proper school farms/gardens, poorly committed teachers and too little practical work. It is recommended that heads of colleges of education are to focus on the challenges causing ineffective teaching and learning to improve teaching and learning while revising the existing agriculture curriculum.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Assessing the Perception of Pre-Service Teachers on Teaching and Learning of Agriculture in Colleges of Education in Ghana

Menka¹,

Atteh²

2022

AJAAR

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“…This finding supports the one by Lee and Sulaiman (2018) who report that students who are involved in practical agricultural work performed better than those who were not. Further, Ojukwu (2015) and, Moyo and Maseko (2016) determined that the inadequacy of practical experience influenced the performance of students negatively. With agricultural education being a practical subject, it is expected that each student should have a small plot on which to learn about gardening and practical farming (Talathi et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Poor teaching methods are also reported as significant causes of students' poor performance (Modebelu & Nwakpadolu, 2013). Gegbe and Koroma (2014) reported that poor teaching methods contribute to the poor performance of students, while Ojukwu (2015) and Moyo and Maseko (2016) stated that poor teaching methods and failure to use instructional material effectively also influence the performance of students. Although teachers are encouraged to facilitate active participation in the class, the learner-centred methods should be used to suit the students' abilities (McLead, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Other negative factors include inadequate teaching and learning material (Asamoah, 2018); poor teaching methods (Gegbe & Koroma, 2014). failure to use instructional material, inadequate coverage of the syllabus and practical work (Ojukwu, 2015;Moyo & Maseko, 2016), shortage of tools and equipment (Tapiwa, 2021;Waithira, 2013), lack of library and laboratories (Arshad et al, 2018;Maimela & Monyatsi, 2016;Darko et al, 2016a;Ogweno, 2015); and lack of school libraries (Jato et al, 2014;Ayaz et al, 2017). Thus, these findings on the factors causing to poor performance are not conclusive and differ from country to country.…”

Section: The Causes To Poor Academic Performance and Ways To Improvementioning

confidence: 99%

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Poor Academic Performance of Students in Agriculture at Primary Schools in Botswana: Analysis of Causes and Ways to ImproveSom Pal Baliyan

Baliyan¹,

Malebalwa²,

Keregero³

et al. 2021

IJLTER

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This quantitative study analysed the factors that cause poor performance and identified the possible ways to improve the performance of students in agriculture at primary schools in Botswana. Data was collected using a valid and reliable questionnaire through a survey of a randomly sampled 200 students in primary schools in Botswana. A One sample t-test determined the twenty-five causes of the poor performance of students in agriculture; the six most important causes were found to be the shortage of appropriate tools and equipment, lack of libraries and laboratories, lack of out of schools activities, poor teaching methods, lack of practical work and, students’ negative attitude towards learning. Female students and students studying in schools located in urban areas perceived these causes as being more important compare to their counterparts in the rural areas. An Independent t-test determined eleven causes which showed a significant difference in performance between the male and female students as well as the students in schools located in the rural and urban areas, respectively. The six most important ways to improve the students’ performance were identified as the inclusion of more practical work in the syllabus, ensuring help out of the classroom, increasing practical work, providing accessible internet, providing updated textbooks and activating agricultural clubs in the schools. It is recommended that the policy makers and administrators to focus on the factors causing poor performance and the ways to improve performance while revising the existing agriculture curriculum.

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Factors that led to Schools having different pass rates at Grade Seven Public Examinations level in Makoni District, Zimbabwe

Fundikira,

Mahere

2023

JIAR

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The study sought to investigate factors that led to different trends in pass rates in Grade Seven National Examinations in Primary Schools in Makoni District during the period 2015 to 2019. The investigation employed mixed methods research design. The target population of the study comprised all school heads and Grade Seven teachers in Primary Schools in the District. The study was conducted in twenty primary schools randomly-selected from 182 primary schools in the district. A stratified random sampling strategy was used to select participants for the study. Twenty Grade Seven teachers and twenty School Heads were randomly-selected from their respective strata to participate in the study, bringing the total sample size to forty respondents. A structured questionnaire, and Focus Group Discussions were used for data-collection. The study findings revealed that the general Grade Seven Public Examination pass rates in Primary Schools in the District ranged from: low; high, and mixed. The factors that led to schools having different pass rates for the period 2015 to 2019 included the following factors: (1) Availability of text books and reading resources/library facilities; (2) Teacher's level of commitment to duty; (3) Regular and frequent administering of revision tests to learners; and (4) Teachers' length of experience. The study recommends that: (1) Government increases the non-remuneration component of the National Budget for school development, teaching and learning resources; and (2) School Development Committees establish a textbook levy to be paid by each learner, and approved by the Secretary for Primary and Secondary Education.

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Factors Influencing Poor Performance of Learners in the Grade Seven Examinations: A Case of Umguza District

Cited by 4 publications

References 1 publication

Assessing the Perception of Pre-Service Teachers on Teaching and Learning of Agriculture in Colleges of Education in Ghana

Assessing the Perception of Pre-Service Teachers on Teaching and Learning of Agriculture in Colleges of Education in Ghana

Poor Academic Performance of Students in Agriculture at Primary Schools in Botswana: Analysis of Causes and Ways to ImproveSom Pal Baliyan

Factors that led to Schools having different pass rates at Grade Seven Public Examinations level in Makoni District, Zimbabwe

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