Why Rural Community Day Secondary Schools Students' Performance in Physical Science Examinations Is Poor in Lilongwe Rural West Education District in Malawi

Autor/inn/en	Mlangeni, Angstone Noel J. Thembachako; Chiotha, Sosten Staphael
Titel	Why Rural Community Day Secondary Schools Students' Performance in Physical Science Examinations Is Poor in Lilongwe Rural West Education District in Malawi
Quelle	In: Educational Research and Reviews, 10 (2015) 3, S.290-299 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Physical Sciences; Rural Areas; Rural Schools; Secondary School Students; Secondary Schools; Low Achievement; Focus Groups; Interviews; Parents; Secondary School Teachers; Regression (Statistics); Correlation; Statistical Analysis; Attendance Patterns; Day Schools; Questionnaires; Teacher Qualifications; Preschool Education; Malawi + Suchen Sie Ihr Suchwort? Ausland; Natural sciences; Naturwissenschaften; Naturwissenschaft; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Sekundarschüler; Sekundarschule; Unterdurchschnittliche Leistung; Interviewing; Interviewtechnik; Eltern; Regression; Regressionsanalyse; Korrelation; Statistische Analyse; Day school; Halbtagsschule; Fragebogen; Lehrqualifikation; Pre-school education; Vorschulerziehung
Abstract	A study was conducted to investigate factors that affect students' poor performance in physical science examinations at Malawi School Certificate of Education and Junior Certificate of Education levels in Community day secondary schools (CDSS) in Lilongwe Rural West Education District in Malawi. Students' performance was collected from schools' Malawi National Examination Board results. Focus group discussion and personal interviews with students, teachers and parents were conducted. Regression analysis, Pearson Correlation and wilcoxon tests were run to determine relationship, correlation and level of significance between the identified factors and students' performance. Analysis of variance, level of significance and standard error deviations (SED) were worked out using SPSS 17.5 version. Results indicate that students' performance in un-approved CDSSs were significantly poor and different from approved CDSS (p<0.01, a = 0.001), day secondary schools (p<0.05, a = 0.05) and national secondary schools in Lilongwe. Students' performance in CDSS without subject specialist was significantly low and different from CDSS with subject specialist (p<0.001, a = 0.05). Students' higher frequency of outings and absenteeism strongly correlated with poor students' performance and greatest record of students' absenteeism in physical science lessons was recorded in rural CDSS and un-approved urban CDSS. Empirical models of the students' performance was more skewed towards poor performers than excellent performers in CDSS, unapproved CDSS, rural CDSS, CDSS without subject specialist, CDSS with majority of students operating from own home or in self-boarding hostels and CDSS with majority of students lacking home support or parental involvement in their education. Lack of or poor home support, high frequency of students' absenteeism, late reporting for classes and absence of subject specialist ranked high in impeding students' performance in both rural CDSS and unapproved CDSS in the study area. Education authorities should consider addressing the raised factors in order to level ground for students' performance in national examinations in all secondary schools. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01