subject:(academic performance)

University of Zambia

1. Likando, Sumbwanyambe. School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents .

Degree: 2017, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/5121

► iv ABSTRACT This study aimed at establishing school and home factors contributing to poor academic performance among female secondary school pupils of Lusaka District in… (more)

▼ iv ABSTRACT This study aimed at establishing school and home factors contributing to poor academic performance among female secondary school pupils of Lusaka District in Zambia. The objectives were to: Find out the views of teachers, pupils and parents on school and home factors leading to poor academic performance among female pupils in three girls only government secondary schools; identify academic interventions put in place in homes to enhance female pupil academic performance; and establish the academic policies in three girls only secondary schools that enhance academic performance. A descriptive research design under qualitative approach was used to conduct this study. The study sample was 54, comprising: 15 teachers, 24 pupils and 15 parents. Data was collected through interview guides, naturalistic observation schedules and Focus Group Discussions guide and analyzed using thematic analysis. The study findings revealed both school and home factors to have negatively affected the female pupil academic performance. School factors included: lack of library facilities in schools, inadequate teaching and learning materials as well as teacher and pupil absenteeism. The home factors included: abuse of gadgets like phones and internet facilities, peer pressure, lack of electricity and inadequate money to purchase candles for lighting purpose. In terms of academic policies, the study revealed the following: the homework policy, absenteeism policy, open day policy, and repeat a grade policy, guardian collection of report cards, price giving policy and continuous professional development meetings policy. As regards home academic interventions, the study revealed the following: control of pupils play and television time, offering scaffolding and counseling to pupils, purchasing school materials as well as parents checking and signing pupils’ note books. Bordering on the findings of the study, the following recommendations were made: The government through the MoGE should ensure that all girls’ government secondary schools are well funded in order for them to have well stocked library facilities and adequate teaching and learning materials. The MoGE should also use PTA meetings to encourage parents to take kin interest in their children’s school work by keeping check on their notes as well as homework; this will stimulate pupils’ internal motivation to work hard. Key words: School, Academic performance, MoGE, Quality education and Factors

Subjects/Keywords: Academic performance

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APA (6^th Edition):

Likando, S. (2017). School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5121

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Likando, Sumbwanyambe. “School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents .” 2017. Thesis, University of Zambia. Accessed April 22, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/5121.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Likando, Sumbwanyambe. “School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents .” 2017. Web. 22 Apr 2021.

Vancouver:

Likando S. School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents . [Internet] [Thesis]. University of Zambia; 2017. [cited 2021 Apr 22]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5121.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Likando S. School and home factors contributing to poor academic performance among female secondary school pupils in Lusaka: The views of teachers,pupils and parents . [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5121

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Namibia

2. Vermeulen, Jana. Investigating the effects of redshirting on the academic performance of primary school learners in Windhoek, Namibia .

Degree: 2019, University of Namibia

URL: http://hdl.handle.net/11070/2777

► This research study endeavoured to introduce the term and practice of redshirting to local discussions related to school readiness and the best age to send… (more)

Subjects/Keywords: Redshirting; Academic performance

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APA (6^th Edition):

Vermeulen, J. (2019). Investigating the effects of redshirting on the academic performance of primary school learners in Windhoek, Namibia . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/2777

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vermeulen, Jana. “Investigating the effects of redshirting on the academic performance of primary school learners in Windhoek, Namibia .” 2019. Thesis, University of Namibia. Accessed April 22, 2021. http://hdl.handle.net/11070/2777.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vermeulen, Jana. “Investigating the effects of redshirting on the academic performance of primary school learners in Windhoek, Namibia .” 2019. Web. 22 Apr 2021.

Vancouver:

Vermeulen J. Investigating the effects of redshirting on the academic performance of primary school learners in Windhoek, Namibia . [Internet] [Thesis]. University of Namibia; 2019. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/11070/2777.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vermeulen J. Investigating the effects of redshirting on the academic performance of primary school learners in Windhoek, Namibia . [Thesis]. University of Namibia; 2019. Available from: http://hdl.handle.net/11070/2777

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Sherbrooke

3. Ciza, Ezechiel. Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes.

Degree: 2019, Université de Sherbrooke

URL: http://hdl.handle.net/11143/15131

► Abstract: The complexity of learning activity retains a large share of unpredictability, incommensurability never fully understood (Vinatier, 2013). Faced with the multiplicity of learning situations… (more)

▼ Abstract: The complexity of learning activity retains a large share of unpredictability, incommensurability never fully understood (Vinatier, 2013). Faced with the multiplicity of learning situations and the task of teacher training, what does the content and process involved mean for students to learn, train, learn and practice? to appropriate knowledge in the context of homework? What is the proximity or distance between the subject taught and the form of learning management, the relationship between actors: the teacher, the pupil, the parents, the school? The personality of each is at stake. The teacher must address personalities, he must convince, be accepted and legitimize his action (Kalubi, 2008, Python, Dumons, Bentiri, Cazorla and Terrisse, 2008). According to Altet et al. (2012a), the teaching-learning process is particularly interested in: 1) An intention to set the subjects in motion by proposing particular devices; 2) A process of developing action processes in these devices, often accompanied by a request from the subjects, recognition by the organization; 3) A transaction process for the attribution of recognition to the individual based on the action processes developed. The teacher sets up devices that result in the acquisition of knowledge. This organization will include support in the classroom, school, but also out of the classroom by homework help by parents or organizations consulted by parents. Would these devices make it possible to acquire sufficient knowledge and foster School-family-community collaboration? This support aims to answer immediate questions in the temporality of the student's preoccupations and requires a programming of the work between the teacher and the student, with times of exchanges favoring to make the point on the difficulties met, the solutions help that needs to be planned, the objectives to be implemented. Should we wait until the pupil is in difficulty in his class to take such a disposition? Accompaniment must enable the student to situate himself in relation to his degree of knowledge acquisition, to develop his mental representation device, to know his engines, his brakes, his limits to get back on track and trace his path. It is therefore an organizational process, an action in which dialectical rational actions and activity of the subject are set in motion; a process of reference to the relationships that the teacher maintains with the student, the other coeducators for a dynamic identification, evolving in the action and the process of problematization so that the accompanied (the pupil) problematizes to his turn the meaning of his practice. To answer these questions, we first address the general problematic that involves philosophical, pedagogical and sociological writings and my own experience as a teacher, then the conceptual and theoretical framework of intervention of the various actors involved, namely pedagogy, pedagogical practices, teaching practices, collaborative practices, the educational community, school assignments, pedagogical acts which, for… Advisors/Committee Members: Maubant, Philippe (advisor), Kalubi-Lukusa, Jean-Claude (advisor).

Subjects/Keywords: Academic achievement; Academic success; Academic performance; School performance; Student performance; Student achievement; School effectiveness

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APA (6^th Edition):

Ciza, E. (2019). Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes. (Doctoral Dissertation). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/15131

Chicago Manual of Style (16^th Edition):

Ciza, Ezechiel. “Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes.” 2019. Doctoral Dissertation, Université de Sherbrooke. Accessed April 22, 2021. http://hdl.handle.net/11143/15131.

MLA Handbook (7^th Edition):

Ciza, Ezechiel. “Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes.” 2019. Web. 22 Apr 2021.

Vancouver:

Ciza E. Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes. [Internet] [Doctoral dissertation]. Université de Sherbrooke; 2019. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/11143/15131.

Council of Science Editors:

Ciza E. Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes. [Doctoral Dissertation]. Université de Sherbrooke; 2019. Available from: http://hdl.handle.net/11143/15131

University of Georgia

4. Kulkarni, Amey Sudhir. The construct and criterion validity for being “in-the-zone” leading to optimal academic and job performance.

Degree: 2015, University of Georgia

URL: http://hdl.handle.net/10724/33146

► Flow is a state of complete focus and immersion with the activity at hand. It is commonly referred to as “being in the zone.” Flow… (more)

Subjects/Keywords: flow; engagement; academic performance; job performance

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APA (6^th Edition):

Kulkarni, A. S. (2015). The construct and criterion validity for being “in-the-zone” leading to optimal academic and job performance. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/33146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kulkarni, Amey Sudhir. “The construct and criterion validity for being “in-the-zone” leading to optimal academic and job performance.” 2015. Thesis, University of Georgia. Accessed April 22, 2021. http://hdl.handle.net/10724/33146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kulkarni, Amey Sudhir. “The construct and criterion validity for being “in-the-zone” leading to optimal academic and job performance.” 2015. Web. 22 Apr 2021.

Vancouver:

Kulkarni AS. The construct and criterion validity for being “in-the-zone” leading to optimal academic and job performance. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10724/33146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kulkarni AS. The construct and criterion validity for being “in-the-zone” leading to optimal academic and job performance. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/33146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

5. Vargas Lascano, Dayuma Ixchel. Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades.

Degree: PhD, Department of Psychology, 2016, University of Alberta

URL: https://era.library.ualberta.ca/files/cdj52w493n

► In Canada, over half of high school graduates attend post-secondary education (PSE); however, up to 32% of these students fail to graduate. Given that PSE… (more)

▼ In Canada, over half of high school graduates attend post-secondary education (PSE); however, up to 32% of these students fail to graduate. Given that PSE completion requires meeting academic performance standards and that persistence in PSE is strongly associated with academic performance, a better understanding of factors that influence PSE students’ academic performance can inform educators’, students’, and other stakeholders’ efforts to improve persistence in PSE. This dissertation longitudinally examines two aspects of students’ motivational systems proposed to impact academic performance following the Self-Systems Motivational Model: academic engagement and friends’ influences. Whereas extensive research exists on the role of academic engagement and friends on students’ academic performance during elementary and junior high school, research on these issues during high school is limited and during PSE is even scarcer. To address this gap, this dissertation examines university-level students’ academic engagement and their perceived academic pressure and support from friends across their first semester of post-secondary education, the relation of friendship and engagement to one another, and their roles in students’ academic performance (GPA). First-year full-time university students (N = 544) were tracked four times across their first semester. Latent growth curve models showed that all aspects of academic engagement changed across the semester, with some differences in patterns of change over time across different aspects of engagement. Students experienced steady declines in in-class behavioral engagement across the semester while experiencing declines in the first half of the semester followed by slower loss and a slight uptake by the end in all other aspects of engagement investigated, with slight differences in rates of change among them (out-of-class behavioral engagement, cognitive engagement, and social behavioral engagement). Different aspects of friends’ influences also showed different patterns of change across the semester, with students experiencing steady increases in school-supportive pressure throughout, decreasing school-obstructive pressure in the first half of the semester followed by slight increases, and increasing academic instrumental support in the first half of the semester followed by slight decreases. Parallel process models showed significant associations between aspects of academic engagement and aspects of friends’ influences at baseline in seven out twelve assessed models. In general, at the beginning of the semester, more academically engaged students experienced higher school-supportive pressure and academic instrumental support from friends and lower school-obstructive pressure from friends compared to less academically engaged students. Students’ experiences of friends’ influences at the beginning of the semester did not predict change over time in students’ engagement nor did students’ engagement at the beginning of the semester predict change over time in students’ experiences…

Subjects/Keywords: academic engagement; friend influence; academic performance; longitudinal

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APA (6^th Edition):

Vargas Lascano, D. I. (2016). Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cdj52w493n

Chicago Manual of Style (16^th Edition):

Vargas Lascano, Dayuma Ixchel. “Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades.” 2016. Doctoral Dissertation, University of Alberta. Accessed April 22, 2021. https://era.library.ualberta.ca/files/cdj52w493n.

MLA Handbook (7^th Edition):

Vargas Lascano, Dayuma Ixchel. “Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades.” 2016. Web. 22 Apr 2021.

Vancouver:

Vargas Lascano DI. Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2021 Apr 22]. Available from: https://era.library.ualberta.ca/files/cdj52w493n.

Council of Science Editors:

Vargas Lascano DI. Transitioning to University: The Effect of Changes in Academic Engagement and Pressure and Support from Friends on Grades. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cdj52w493n

6. Mustafa, Bushra. Assessment of academic stress and its impact on academic performance and adjustment of the students; -.

Degree: Psychology, 2004, Aligarh Muslim University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/51826

Abstract available newline newline

Summary p. 121-123, Bibliography p. 124-138, Appendix p. 139-151

Advisors/Committee Members: Gulrez, Naima K.

Subjects/Keywords: Assessment; Academic Stress; Academic Performance; Adjustment; Students

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APA (6^th Edition):

Mustafa, B. (2004). Assessment of academic stress and its impact on academic performance and adjustment of the students; -. (Thesis). Aligarh Muslim University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/51826

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mustafa, Bushra. “Assessment of academic stress and its impact on academic performance and adjustment of the students; -.” 2004. Thesis, Aligarh Muslim University. Accessed April 22, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/51826.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mustafa, Bushra. “Assessment of academic stress and its impact on academic performance and adjustment of the students; -.” 2004. Web. 22 Apr 2021.

Vancouver:

Mustafa B. Assessment of academic stress and its impact on academic performance and adjustment of the students; -. [Internet] [Thesis]. Aligarh Muslim University; 2004. [cited 2021 Apr 22]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/51826.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mustafa B. Assessment of academic stress and its impact on academic performance and adjustment of the students; -. [Thesis]. Aligarh Muslim University; 2004. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/51826

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

7. Kuterbach, James Michael. A model of academic enablers and academic performance among postsecondary learners.

Degree: 2012, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/16292

► The purpose of this study was to determine the most important factors in predicting academic outcomes at the post-secondary level. With an increasing number of… (more)

▼ The purpose of this study was to determine the most important factors in predicting academic outcomes at the post-secondary level. With an increasing number of students attending college and the spiraling costs of post-secondary education there is a greater need, now more than ever, to discern the most important factors in positive academic outcomes for students. While past research has examined many important variables, the majority of those variables are not amenable to interventions. This research examined several such variables, based on the model of academic competence developed by DiPerna, Volpe, and Elliott in 2002. These include self-efficacy, motivation, study-skills, and academic engagement, together with student ability and reading comprehension, as predictors of academic performance. Data was collected from 252 undergraduate students in an introductory educational psychology class. The participants completed a 1-minute maze probe, the General Self-Efficacy scale, and the Academic Competence Evaluation Scales-College. The academic performance measure was students’ final grades in the class and student ability was measured via the SAT Reasoning Test scores. Twelve models were tested using ordinary least squares regression in order to determine the strength of the proposed variables. The resulting data demonstrated that the best predictors were study skills, motivation, and reading comprehension; however, because study skills and motivation were highly correlated, and because the strength of the relationship between grades and study skills was no longer significant once motivation was included, the final model included only motivation and reading comprehension. Limitations with both the hypothesis and the design are discussed, as are possibilities for future research. Advisors/Committee Members: David P Baker, Dissertation Advisor/Co-Advisor, David P Baker, Committee Chair/Co-Chair, Katerina Bodovski, Committee Member, Robert James Stevens, Committee Member, Liang Zhang, Committee Member.

Subjects/Keywords: academic enablers; academic performance; postsecondary; higher education

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APA (6^th Edition):

Kuterbach, J. M. (2012). A model of academic enablers and academic performance among postsecondary learners. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kuterbach, James Michael. “A model of academic enablers and academic performance among postsecondary learners.” 2012. Thesis, Penn State University. Accessed April 22, 2021. https://submit-etda.libraries.psu.edu/catalog/16292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kuterbach, James Michael. “A model of academic enablers and academic performance among postsecondary learners.” 2012. Web. 22 Apr 2021.

Vancouver:

Kuterbach JM. A model of academic enablers and academic performance among postsecondary learners. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Apr 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/16292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kuterbach JM. A model of academic enablers and academic performance among postsecondary learners. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/16292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

8. DANIEL, TEFERA. PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3843

► Different researchoutcomes indicate that noncognitive variablesplay important roles in determining students success or failure in educational activities. The present study aimed at the investigation of… (more)

▼ Different researchoutcomes indicate that noncognitive variablesplay important roles in determining students success or failure in educational activities. The present study aimed at the investigation of the effects of some of these noncognitive variables on college academic performance of our students. More specifically, the purpose of this study was to investigate the relationship between personality types, academic achievement motivation, status on admission and academic performance of college students. A separate and combined effect of each of the independent variable on academic performance was scrutinized. Two hundred thirty nine second year diploma students of KCTE wereselected randomly. Data onpersonality variablesand academic achievement motivation were obtained from MPI and AAM Self-Report inventory administered to these subjects. Students' personal documents and academic records were consulted in order to get data concerning status on admission and academic performance. Data were analyzed using chi-square test of independence, analysis of ~ variance, and stepwise regressionanalysis. The results of statistical analysis indicated that both personality dimensions (Introversion/Extraversion and Stability-Neuroticism) and personality types (stable introversion, stable extraversion,unstable introversion,and unstable extraversion)failed to have significant relationshop with CGPA of the subjects. Above average academic achievement motivation isfound to be a factor in academic success. Status on admission is also found to affect academic excellence where the nonregulars werefound to be inferior in their academic performance and as well as in their academic achievement motivation. Taken as a wholepersonality types, academic achievement motivation, and status on admission are found to have significant relationship with first year CGPA of the subjects. Since the result of this study signals to the educationalists as to the importance of noncognitive variables,further research aimed at investigating the importance of noncognitive variables in the process of education is recommended. Advisors/Committee Members: Dr. Mekonnen Yimer (advisor).

Subjects/Keywords: PERSONALITY TYPES; ACADEMIC ACllEVEMENT; COLLEGE ACADEMIC PERFORMANCE

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APA (6^th Edition):

DANIEL, T. (2012). PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3843

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

DANIEL, TEFERA. “PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE .” 2012. Thesis, Addis Ababa University. Accessed April 22, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3843.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

DANIEL, TEFERA. “PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE .” 2012. Web. 22 Apr 2021.

Vancouver:

DANIEL T. PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Apr 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3843.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DANIEL T. PERSONALITY TYPES AND ACADEMIC ACHIEVEMENT MOTIVATION AS CORRELATES OF COLLEGE ACADEMIC PERFORMANCE . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3843

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

9. Campbell, Emma. The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students.

Degree: 2008, University of Edinburgh

URL: http://hdl.handle.net/1842/2909

► The present study investigated the relationship of personality, optimism, coping strategies, social support with academic performance, perceived stress and psychological well-being during the stressful life… (more)

Subjects/Keywords: optimism; coping; personality; academic performance

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APA (6^th Edition):

Campbell, E. (2008). The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Campbell, Emma. “The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students.” 2008. Thesis, University of Edinburgh. Accessed April 22, 2021. http://hdl.handle.net/1842/2909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Campbell, Emma. “The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students.” 2008. Web. 22 Apr 2021.

Vancouver:

Campbell E. The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/1842/2909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Campbell E. The influence of personality, optimism and coping stratgies on academic performance, perceived stress and psychological well-being: a longitudinal study of first year university students. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

10. Simuchimba, Jacqueline. Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4906

► This study aimed at establishing factors that contribute to poor performance of Grade 12 learners in the national examination of Literature in English in secondary… (more)

▼ This study aimed at establishing factors that contribute to poor performance of Grade 12 learners in the national examination of Literature in English in secondary schools in Kafue District. A sample of 124 respondents selected from three Secondary Schools in Kafue town were used in this study. The objectives of the study were to establish classroom pedagogical practices that were common practices by teachers of literature in English, suitability of teachers’ training to teach the subject, availability of teaching and learning materials that included the prescribed texts, pupils’ and teachers’ attitudes towards the subject and investigate on the causes of the common mistakes made by learners as identified by Examinations Council of Zambia. The study employed a qualitative research design and used interviews, Focus Group Discussions, Documents analysis and classroom observations to collect data. The study has established that lack of proper training of learners in academic writing in the English language covering skills such as how to present work, critical analysis of study texts, identification of themes etc. may be contributing factors to the poor performance in the Literature in English subject. The study further established that strategies used in the classroom by teachers of Literature in English were not adequate enough to fully prepare learners to perform well in the subject. This study holds that the notion that whoever is trained to teach English language can automatically teach literature in English may not be right. The study also established that there was a scarcity of teaching and learning materials in all the sampled schools. The book to pupil ratio was so alarmingly poor such that some learners could not read some texts with comprehension to answer questions on them in the examination. Negative attitudes towards the subject by both learners and teachers for various reasons such as poor reading culture was found to be another contributing factor as the subject requires a lot of extensive reading skills. Some of the major recommendations from this study are that there must be regular Continuous Professional Development (CPD) meetings in schools for Literature in English teachers. Further recommendations are that there may be need to train teachers of literature in English other than relying on teachers of English language in the teaching of the former.

Subjects/Keywords: Examinations – scoring; Academic performance

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APA (6^th Edition):

Simuchimba, J. (2016). Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simuchimba, Jacqueline. “Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia .” 2016. Thesis, University of Zambia. Accessed April 22, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simuchimba, Jacqueline. “Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia .” 2016. Web. 22 Apr 2021.

Vancouver:

Simuchimba J. Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Apr 22]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simuchimba J. Factors contributing to poor performance of grade 12 learners at the national examination in literature in English in secondary schools of Kafue District, Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Saskatchewan

11. Ferguson, Leon. Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice.

Degree: 2015, University of Saskatchewan

URL: http://hdl.handle.net/10388/ETD-2015-11-2313

► There is a wealth of research showing the demotivating effects of prejudice on the academic achievement of historically marginalized social groups. However, there is a… (more)

▼ There is a wealth of research showing the demotivating effects of prejudice on the academic achievement of historically marginalized social groups. However, there is a lack of research involving Metis students. The purpose of the present study was to examine how the task performance and attitudes of Metis post-secondary students can be influenced by prejudice. Data from 165 Metis post-secondary students were analyzed. The participants were asked to role play applying for a job with a non-Aboriginal employment manager, who may or may not have held negative attitudes towards Aboriginal people. The study involved a 2 X 3 research design. The participants were categorized into two groups: High and low Metis identifiers. They were randomly assigned to one of three conditions: (1) Prejudiced (manager held negative attitudes about Aboriginal people); (2) Unknown attitudes (students were not given any information about the manager’s attitudes), and; (3) Non-prejudiced (manager thought favourably about Aboriginal people). The participants completed a battery of questionnaires, the scores of which functioned as dependent variables: the Controlled Oral Word Association Test (COWAT) was used to assess verbal fluency, and to infer motivation; the Selection Attitudes (SA) Scale was used to assess the students’ expectations of being hired, the value they placed on being hired, their motivation to perform the verbal task, as well as their beliefs about the manager’s sense of fairness; and the Stereotyping of Whites (SW) Scale which assessed the extent to which the participants stereotyped the non-Aboriginal employment manager. The Metis Identity (MI) Scale was used to categorize the participants into high or low Metis identifiers. As a preliminary procedure, a psychometric investigation was conducted on the Metis Identity (MI) and Selection Attitudes (SA) Scales. The investigation found the MI Scale to be a reliable measure of high or low Metis identity. The SA Scale consisted of four subscales: expectations, valuing, motivation, and fairness. The valuing subscale was shown to be unreliable and therefore removed from the SA Scale. The primary analysis tested six research hypotheses, which considered the extent to which the high and low Metis identifiers responded to the questionnaires within each of the three research conditions (Prejudiced, Unknown attitudes, Non-prejudiced). It was hypothesised that, while the reactions of the high and low Metis identifiers would not differ significantly in the Prejudiced condition (i.e., where the possibility of prejudice was likely and imminent), the reactions of the high identifiers would be significantly more negative than the reactions of the low identifiers in the Unknown and Non-prejudiced conditions (i.e., where the possibility of prejudice was either ambiguous or unlikely). The hypotheses were not supported. Although there were no significant interaction effects that would support the hypotheses, there were several main effects for both the Metis identity and Prejudice factors. The high… Advisors/Committee Members: Wormith, Stephen, Olver, Mark, Wotherspoon, Terry, Marche, Tammy, O'Reilly, Kathleen.

Subjects/Keywords: Aboriginal Metis Prejudice Academic performance

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APA (6^th Edition):

Ferguson, L. (2015). Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-11-2313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ferguson, Leon. “Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice.” 2015. Thesis, University of Saskatchewan. Accessed April 22, 2021. http://hdl.handle.net/10388/ETD-2015-11-2313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ferguson, Leon. “Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice.” 2015. Web. 22 Apr 2021.

Vancouver:

Ferguson L. Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10388/ETD-2015-11-2313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferguson L. Metis Post-Secondary Students and the Demotivating Effects of Possible Prejudice. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-11-2313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

12. Zebenay, Lulseged. Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7262

► The primary purpose of this study was to assess the academic performance of female students at Kirkos Sub-city primary schools and investigate factors affecting academic… (more)

▼ The primary purpose of this study was to assess the academic performance of female students at Kirkos Sub-city primary schools and investigate factors affecting academic achievement of female students. Besides it tried to examine the relationship of academic performance with the major three independent factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors. For data gathering, both quantitative and qualitative research methods were employed. The techniques used were questionnaires, focus group discussions, and interviews. A pilot study was conducted to assess the clarity of the items, the reliability and the feasibility of the instrument by using 30 students from primary school, who were from similar standard. The questionnaire was administered for 160 grade eight students at Kirkos Sub-City. The qualitative instrument constituted of document analysis, student records, and interview. SPSS 20.0 and Statistical techniques such as Percentage, frequency, Spearman's rho and t-test analysis were used for data analysis. The core results were that female students’ academic performance particularly at primary level (first Cycle) was better than that of male students. On the other hand, the same students, i.e., male students’ academic performance particularly at the second Cycle was better than that of female students. The research has identified that factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors affected the academic performance of female students. The problems female students encountered were school environment, gender related factors, parental education, and socio-economic factors. In conclusion, the majority of problems female students encounter and 9 those factors that affect female students’ academic performance are school based factors and home based factors. Based on the findings, recommendations were suggested. In this respect school administration is responsible to facilitate school environment and fulfill learning materials that impede female students from achieving better results. The school administration is also expected to encourage parental involvement and work diligently to increase parental interaction at school, attempt to provide legal protection for sexual harassment that prevails in schools, encourage providing progressive gender focused tutorial programmes Advisors/Committee Members: Girma Lemma (Dr.) (advisor).

Subjects/Keywords: Academic performance of female students

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zebenay, L. (2014). Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zebenay, Lulseged. “Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools .” 2014. Thesis, Addis Ababa University. Accessed April 22, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zebenay, Lulseged. “Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools .” 2014. Web. 22 Apr 2021.

Vancouver:

Zebenay L. Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Apr 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zebenay L. Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

13. Habtu, Alemu. THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7273

► This study tried to explore the perceptions of teachers and students towards the academic performances of learners with hearing impairment. The study was conducted at… (more)

Subjects/Keywords: Perception; Academic performance; Hearing impairment

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APA (6^th Edition):

Habtu, A. (2014). THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Habtu, Alemu. “THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA .” 2014. Thesis, Addis Ababa University. Accessed April 22, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Habtu, Alemu. “THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA .” 2014. Web. 22 Apr 2021.

Vancouver:

Habtu A. THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Apr 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Habtu A. THE PERCEPTION OF TEACHERS AND STUDENTS TOWARDS ACADEMIC PERFORMANCES OF STUDENTS WITH HEARING IMPAIRMENT IN A PRIMARY SCHOOL OF LIMAT BEHIBRET AT ASELLA . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

14. AYALU, TEREFE JEMBERIE. Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7817

► This study was to investigate the relations of Admission Criteria and Overall Curriculum Satisfaction on CGPA Academic Performance in college. The research was done in… (more)

Subjects/Keywords: Academic Performance in college

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APA (6^th Edition):

AYALU, T. J. (2014). Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

AYALU, TEREFE JEMBERIE. “Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College .” 2014. Thesis, Addis Ababa University. Accessed April 22, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

AYALU, TEREFE JEMBERIE. “Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College .” 2014. Web. 22 Apr 2021.

Vancouver:

AYALU TJ. Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Apr 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

AYALU TJ. Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

15. MEKURIA, LEGESSE. FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL .

Degree: 2015, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7853

► The purpose of this study was to identify the major factors affecting the academic performance of orphan students in Selam Number Two Primary School in… (more)

▼ The purpose of this study was to identify the major factors affecting the academic performance of orphan students in Selam Number Two Primary School in Addis Ababa. More specifically, the study tried to look into the major problems in relation to the academic performance of orphan students in the school studied. So as to conduct this research, descriptive survey method was employed. The primary sources of data were 36 orphan students (chosen from Grades 5-8), 21 subject matter teachers, two school administrators and 2 guardians, that were selected using simple random sampling, available sampling and purposive sampling techniques respectively. Questionnaires were one of the major data gathering tools while interview and document analysis were employed to enrich the data gathered through questionnaires. The collected data were analyzed quantitatively using percentage, frequency, mean and standard deviation. On the other hand, the qualitative data were presented by using descriptive narration. The findings of the study revealed that, most frequently, the teachers utilized lecture method of teaching in their classes. Disciplinary problems, lack of classroom management, lack of effective assessment and feedback, disinterest in teaching and poor teaching method were among the major problems observed in the sampled school. And these factors were reported to adversely affect the academic performances of the students. It was also found out that the support provided by principal and deputy director to resolve these problems were not sufficient. On top of that, the study also showed that educational facilities were not sufficient to materialize the effective teaching learning process in the class. By way of recommendation, the study called for better understanding of the causes of the students' low academic performances (possibly through action research); the need to make the necessary educational materials available; the provision of professional supports for teachers (that would enable them to use a more student centered approach); and for the principal and deputy director to equip them with the necessary skills to help them improve the academic performances of students Advisors/Committee Members: Dr. GETNET TIZAZU (advisor).

Subjects/Keywords: Academic performance of orphan

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

MEKURIA, L. (2015). FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

MEKURIA, LEGESSE. “FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL .” 2015. Thesis, Addis Ababa University. Accessed April 22, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

MEKURIA, LEGESSE. “FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL .” 2015. Web. 22 Apr 2021.

Vancouver:

MEKURIA L. FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2021 Apr 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MEKURIA L. FACTORS AFFECTING ACADEMIC PERFORMANCE OF ORPHAN STUDENTS IN SELAM NUMBER TWO PRIMARY SCHOOL . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

16. SEID SERAJE, ABDULJELIL. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/572

► The main purpose of this study was to investigate the factors affecting girls’ academic achievement in second cycle primary schools in Guraghe zone. To achieve… (more)

▼ The main purpose of this study was to investigate the factors affecting girls’ academic achievement in second cycle primary schools in Guraghe zone. To achieve this objective different basic research questions were raised. The study employed concurrent mixed methods design with both quantitative and qualitative approaches. Considering the geographical area of the zone, cluster sampling technique was used and six schools were selected randomly. Student respondents were selected based on stratified sampling considering their sex, grade level and their parental SES. Teacher respondents also selected from each department by using stratified sampling technique and parents were chosen by using availability sampling technique. To triangulate the data primary and secondary sources of data were used. The primary data sources comprised students, teachers, principals, parents of girls, and Woreda and Zone education experts. As secondary source of data statistical and factual information of the zone education department and 2002 E.C first semester girl students’ examination result were analyzed and highly consulted. Depending on the research questions and the nature of respondents, a variety of data gathering tools including questionnaire, interview and observation were used. Percentage was predominantly used to indicate the extent of respondents’ opinion towards the issue raised. Besides, in order to see if there is a significant difference in girl students’ academic achievement as a result of their socio economic status independent sample t-test was computed. As the finding of the study indicated, the second cycle primary school repetition of girls is a serious problem throughout the zone. The study also revealed that low level of parental education, low level of parental involvement in their daughter education, household chores negatively affect girls’ academic achievement. School related factors like school facility, lack of role model female teachers, teachers’ attitudes also negatively affected girls academic performance. Thus based on the findings of this study, it is recommended that educational officials at various levels should promote and enhance awareness creation programs on gender issue in education to parents and other community members. Teachers and school principals should work jointly with girl students and their parents to improve girls’ academic performance. Moreover the local government and educational authorities, NGOs and the community should work jointly to support girls’ education by facilitating the schools with necessary inputs for girls, by updating teachers with gender issue in education. The schools themselves should create conducive environment to empower girls by assigning then as team leader and members in different school curricular activities. Female teachers should play a part in this regard. Advisors/Committee Members: Dr. Wanna Leka (advisor).

Subjects/Keywords: ACADEMIC ACHIEVEMENT; GIRLS' PERFORMANCE

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

SEID SERAJE, A. (2014). FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

SEID SERAJE, ABDULJELIL. “FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .” 2014. Thesis, Addis Ababa University. Accessed April 22, 2021. http://etd.aau.edu.et/dspace/handle/123456789/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

SEID SERAJE, ABDULJELIL. “FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .” 2014. Web. 22 Apr 2021.

Vancouver:

SEID SERAJE A. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Apr 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

SEID SERAJE A. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

17. Nkuene, Ruito I. Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County .

Degree: 2012, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461

► Education for Girl child is facing a major challenge in primary schools even at backdrop of massive enrolment in primary following free primary education. This… (more)

Subjects/Keywords: Academic performance of girls

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APA (6^th Edition):

Nkuene, R. I. (2012). Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nkuene, Ruito I. “Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County .” 2012. Thesis, University of Nairobi. Accessed April 22, 2021. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nkuene, Ruito I. “Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County .” 2012. Web. 22 Apr 2021.

Vancouver:

Nkuene RI. Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2021 Apr 22]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nkuene RI. Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

18. Awuor, Ojuodhi P. Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya .

Degree: 2012, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486

► This study investigated effects of economic activities on pupils’ academic performance of pupils at Kenya Certificate of Primary Education in Lari division. The study sought… (more)

▼ This study investigated effects of economic activities on pupils’ academic performance of pupils at Kenya Certificate of Primary Education in Lari division. The study sought to achieve four objectives. These hoped to: 1. establish the effects of contextual factors such as economic factors, sociocultural factors, parental level of education, attitude and support on academic performance of pupils at K.C.P.E. in Lari division 2. establish the effects of child labour such as herding, milking, working on the farm and transportation of farm produce, on academic performance of pupils at KCPE in Lari division 3. determine the influence of learner –characteristics such as age, gender, and family background on academic performance of pupils at KCPE in Lari Division 4. establish the effects of school related factors such as authoritarian teachers and hidden school charges, on academic performance of pupils at KCPE in Lari division. The study adopted a survey design. The main instrument for collecting data was questionnaire. There were questionnaires for headteachers and standard eight pupils that had been targeted by the study. A pilot study was done prior to the actual study to test on the validity and reliability of the research instruments. Data was analyzed and tabulated using descriptive statistics generated from Statistical Package for Social Sciences (S.P.S.S). The study findings revealed that academic performance of pupils n Lari division was adversely affected by contextual factors such as inadequate support by parents, low income, attitude of parents towards schooling, level of education of parents, initiation practices for boys before completing primary education and religious affiliation of parents. Pupils in Lari also participated in child labour, as well as working in their parents’ farms and domestic related chores. These activities are deemed to contribute to poor academic performance. Learner characteristics such as truancy, absenteeism and indiscipline also cause poor academic performance among pupils. Besides, school-related factors such as insufficient learning resources, irregular disbursement of FPE funds, the impact of leadership offered by headteachers, school levies for study tours, examination charges and support staff and tuition fees were found to contribute towards poor academic performance. On the basis of the findings, the study recommended review of the existing policies and laws on child labor with a view of eliminating child labor. In addition more comprehensive and regular country-wide survey on various factors that affect academic performance of children in other districts should be carried out.

Subjects/Keywords: Economic activities; Pupils academic performance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Awuor, O. P. (2012). Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Awuor, Ojuodhi P. “Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya .” 2012. Thesis, University of Nairobi. Accessed April 22, 2021. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Awuor, Ojuodhi P. “Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya .” 2012. Web. 22 Apr 2021.

Vancouver:

Awuor OP. Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2021 Apr 22]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Awuor OP. Effects of economic activities on pupils' academic performance at Kenya Certificate of primary Education in Lari Division , Kiambu county , Kenya . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

19. Kituyi, Oliver W. Guiding and counselling practice in relation to academic performance .

Degree: 2014, University of Nairobi

URL: http://hdl.handle.net/11295/76982

► This study was based on establishing the influence of guiding and counselling practice as applied in secondary school in relation to strategies towards academic excellence.… (more)

▼ This study was based on establishing the influence of guiding and counselling practice as applied in secondary school in relation to strategies towards academic excellence. The objectives were: to determine the effect of peer guiding and counselling in relation to academic performance, access its impact towards subject and career choices, determine the influence of discipline counselling towards performance and its effect on personal, social and moral challenges. The study adopted a descriptive research design. The target population comprised of Quality Assurance Officers, teachers and students in secondary schools in Bungoma County. The instrument used to collect data was a questionnaire. Data was analyzed using quantitative statistics and presented using tables and graphs with the aid of SPSS. The results show that, guiding and counselling as practised does not meet the required standards of what is desired in academic performance. This has a direct bearing on human development that is related to what is effective practice regarding vision and mission of schooling: the self and self-conceptualization process for mastery of development tasks. These are agents of what constitutes comprehensive guidance and counselling practice. Further without access to counselling programmes, the self and self-actualization are jeopardized more so towards self-actualization, belonging, safety and expectation as a drive. Also, lack of visibility of counselling programmes poses a challenge, as this reflects lack of recognition. There is need to review guidance and counselling practices with the view of ensuring they meet the professional standards that lead to academic excellence thus performance. The recommendations are tailored towards guiding policy and mandating the practice. The study recommended that there should be a national policy put in place, to enable teacher training colleges and secondary schools have guiding and counselling included in their curriculum. In addition, the Ministry of Education should come up with alternative means of discipline in place of the corporal punishment that has been abolished and organize seminars to sensitize the teachers and students on a comprehensive practice of guiding and counselling. More than anything it should be comprehensive and should go beyond mere career guidance to disciplinary issues, personal-social-moral as well as support learning

Subjects/Keywords: Counselling practice; Academic performance

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APA (6^th Edition):

Kituyi, O. W. (2014). Guiding and counselling practice in relation to academic performance . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/76982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kituyi, Oliver W. “Guiding and counselling practice in relation to academic performance .” 2014. Thesis, University of Nairobi. Accessed April 22, 2021. http://hdl.handle.net/11295/76982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kituyi, Oliver W. “Guiding and counselling practice in relation to academic performance .” 2014. Web. 22 Apr 2021.

Vancouver:

Kituyi OW. Guiding and counselling practice in relation to academic performance . [Internet] [Thesis]. University of Nairobi; 2014. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/11295/76982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kituyi OW. Guiding and counselling practice in relation to academic performance . [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/76982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. M'soni, Joseph. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/417

► The purpose of the study was to investigate and compare the performance in mathematics of girls from basic and community schools. The study sought the… (more)

Subjects/Keywords: Girls-Mathematics; Girls-Academic Performance

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APA (6^th Edition):

M'soni, J. (2011). A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/417

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

M'soni, Joseph. “A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools.” 2011. Thesis, University of Zimbabwe. Accessed April 22, 2021. http://dspace.unza.zm/handle/123456789/417.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

M'soni, Joseph. “A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools.” 2011. Web. 22 Apr 2021.

Vancouver:

M'soni J. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Apr 22]. Available from: http://dspace.unza.zm/handle/123456789/417.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

M'soni J. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/417

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Chifinda, Ruth. Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia.

Degree: 2017, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/5227

► The purpose of the study was to examine facilitators and barriers in the academic assessment of learners with hearing impairment (LHI) at Grade 9 level… (more)

▼ The purpose of the study was to examine facilitators and barriers in the academic assessment of learners with hearing impairment (LHI) at Grade 9 level of education. The study used a case study design and utilized qualitative approach. The study had a sample size of fifty participants who included ten teachers, ten item writers, ten examiners, five ECZ Subject Specialist Officers, five Education Standards Officers, three Curriculum Specialist Officers and seven college lecturers. All the participants had a teaching background in the field of Special Education except for some examiners and ECZ Subject Specialist Officers. All participants were selected using purposive sampling technique due to the nature of their work and positions. A questionnaire was administered to gather data on assessment strategies, weaknesses, gaps and best practices and interview guides were used on teachers, lecturers and examiners to gather more detailed information. Data collected was analyzed qualitatively using inductive analysis method. This involved coding and categorizing the merging themes in relation to the study. The study revealed that there were limited examination strategies or facilitators and showed several weaknesses and significant gaps in the process of assessing LHI at Grade 9 level of education by Examinations Council of Zambia. The weaknesses/barriers and gaps have to a large extent negatively affected the academic performance of LHI in public examinations. As part of the strategies to support LHI during assessment, the learners were given 25 percent extra time and reading of examination instructions in sign language. However there were several gaps in the assessment of the LHI which included; limitations in methods of test administration, inappropriate assessment tools, insistence on use of written standard British English as a communication mode, time limitation, and lack of qualified specialist Hearing Impaired teachers to set test items and mark examinations as well as handling invigilation related challenges of examinations. Arising from these findings the study recommended as strategies to improve the assessment of LHI, use of adapted/modified English alongside Sign Language Interpreters; increased use of objective tests and continuous assessment (CA). Further, the study recommended that qualified Hearing Impaired specialist teachers are trained in marking and setting of examinations for LHI. Key words: Facilitators, barriers, hearing impairment, assessment, Strategies.

Subjects/Keywords: Academic performance – hearing impaired – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chifinda, R. (2017). Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5227

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chifinda, Ruth. “Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia.” 2017. Thesis, University of Zimbabwe. Accessed April 22, 2021. http://dspace.unza.zm/handle/123456789/5227.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chifinda, Ruth. “Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia.” 2017. Web. 22 Apr 2021.

Vancouver:

Chifinda R. Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2017. [cited 2021 Apr 22]. Available from: http://dspace.unza.zm/handle/123456789/5227.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chifinda R. Facilitators and barriers in academic assessment of learners with hearing impairment: a case of examinations council of Zambia. [Thesis]. University of Zimbabwe; 2017. Available from: http://dspace.unza.zm/handle/123456789/5227

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Muma, Paxyldah. The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia.

Degree: 2017, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/5641

► This study investigated the relationship between the loss of parents and academic performance of grade 11 and 12 pupils in selected secondary schools in Mufulira… (more)

▼ This study investigated the relationship between the loss of parents and academic performance of grade 11 and 12 pupils in selected secondary schools in Mufulira District. The six Secondary Schools that participated in the study were purposively sampled because they had been in existence for more than eight years and were co-education government institutions. Orphans were also purposively sampled and the basis for using this method was to target those pupils who had been in the same school for three years and had traceable records of their academic performance. The study used the Ex Post Facto research design because this design is ideal where the independent variable (which in this case was orphanhood) had already happened. The dependant variable was academic performance. The study was guided by Bowlbys’ attachment theory and Maslow’s hierarchy of needs. The sample for the study was 118 respondents consisting of eighty-two (82) orphaned pupils, twenty-four (24) Grade teachers, six (6) Guidance and Counselling teachers and six (6) School managers. Data was collected using questionnaires, interviews, focus group discussions and document analysis. Qualitative data was analysed using themes while the quantitative data was analysed quantitatively using the Statistical Package for Social Sciences to generate descriptive statistics. The findings of the study revealed that some orphans exhibited varying psychological reactions as a result of the encounter they had with the death of their parents. The study also revealed a decline in the academic performance of the orphans owing to the various challenges they faced such as adjusting to new environments when they were moved from their original homes to those of their new guardians, lack of psychological care from the siblings of their late parents or relatives, noninvolvement of guardians in their education activities, and working to raise money for school fees and food. The study recommended that school managers, guidance and counseling teachers and grade teachers should take keen interest in the affairs of the orphans and provide them with individualized attention so that they (orphans) can concentrate on their academic work. Government and other stakeholders should set-up more facilities where orphans could be accommodated with foster parents and encouraged to concentrate on their studies.

Subjects/Keywords: Academic performance – Orphans – Zambia

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APA (6^th Edition):

Muma, P. (2017). The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muma, Paxyldah. “The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia.” 2017. Thesis, University of Zimbabwe. Accessed April 22, 2021. http://dspace.unza.zm/handle/123456789/5641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muma, Paxyldah. “The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia.” 2017. Web. 22 Apr 2021.

Vancouver:

Muma P. The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia. [Internet] [Thesis]. University of Zimbabwe; 2017. [cited 2021 Apr 22]. Available from: http://dspace.unza.zm/handle/123456789/5641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muma P. The relationship between the loss of parents and academic performance among selected secondary school pupils in Mufulira district,Zambia. [Thesis]. University of Zimbabwe; 2017. Available from: http://dspace.unza.zm/handle/123456789/5641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Namakando, Maboshe. Stress and coping among grade twelve pupils: study at selected secondary schools in Lusaka, Zambia.

Degree: 2017, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/6164

► Studies carried out globally have shown that stress and coping in school children can have negative effects such as health related outcomes, poor academic performance… (more)

▼ Studies carried out globally have shown that stress and coping in school children can have negative effects such as health related outcomes, poor academic performance and maladaptive behaviour if not well managed. However, there is no evidence of a study that has been conducted in Zambia to explore stress and coping among school children. Knowledge on stress and coping can help relevant stakeholders in Zambia towards designing ways of managing stress and coping among school children. The present study was aimed at exploring stress and coping strategies among grade twelve (12) Pupils in selected secondary schools in Lusaka, Zambia. A total sample of eighty (80) grade twelve pupils as girls and boys from Highland and New Northmead Secondary Schools in Lusaka had filled a questionnaire on stress and coping. The results indicated that pupils in this study experienced high stress levels. The independent sample t-test Results revealed that girls experienced more stress than boys. (t (78)= - 2.113, P= .038, P< .05) on the Academic Stress Scale Questionnaire and ( t (78)= -3.201, P= . 003, P< .05) on the Test Anxiety Inventory Questionnaire. The descriptive statistical analyses Results showed that pupils experienced stress from different sources as parental/guardian attitude/home situation, teachers „attitude, pupils „own judgments and examinations. Girls were found to have used more of the maladaptive and adaptive coping strategies than boys. (t (78)= -2.316, P= . 023, P< .05.) . Girls were found to have used more of the adaptive coping strategies than boys. (t (78)= -2.118, P= . 037, P< .05.) These results are similar in many ways to the results on stress and coping in other studies carried outside Zambia. If stress and coping issues are not investigated and managed in Zambia, they might continue contributing to negative effects in school children, in several ways such as health and behaviour problems and poor academic performance. There is need for more research and interventions on stress and coping among pupils by some various stakeholders in Zambia. Keywords: Stress, stressors, coping strategies and gender.

Subjects/Keywords: Stress – Pupils – Academic performance – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Namakando, M. (2017). Stress and coping among grade twelve pupils: study at selected secondary schools in Lusaka, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/6164

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Namakando, Maboshe. “Stress and coping among grade twelve pupils: study at selected secondary schools in Lusaka, Zambia.” 2017. Thesis, University of Zimbabwe. Accessed April 22, 2021. http://dspace.unza.zm/handle/123456789/6164.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Namakando, Maboshe. “Stress and coping among grade twelve pupils: study at selected secondary schools in Lusaka, Zambia.” 2017. Web. 22 Apr 2021.

Vancouver:

Namakando M. Stress and coping among grade twelve pupils: study at selected secondary schools in Lusaka, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2017. [cited 2021 Apr 22]. Available from: http://dspace.unza.zm/handle/123456789/6164.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Namakando M. Stress and coping among grade twelve pupils: study at selected secondary schools in Lusaka, Zambia. [Thesis]. University of Zimbabwe; 2017. Available from: http://dspace.unza.zm/handle/123456789/6164

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Adelaide

24. Lekkas, Dimitra. Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course.

Degree: 2010, University of Adelaide

URL: http://hdl.handle.net/2440/69896

► The aim of this longitudinal study was to explore factors influencing the performance of a group of Australian undergraduate dental students during the early years… (more)

▼ The aim of this longitudinal study was to explore factors influencing the performance of a group of Australian undergraduate dental students during the early years of their education (1998-2001). Factors related to becoming a dentist and a selection of non-academic experiences were examined via closed- and open-ended survey questions and focus group discussions. Relationships between selected pre-admission variables and outcome variables were examined using tests of association and logistic regression analyses. Students’ perceptions of factors believed to contribute to success and difficulties were examined using open-ended survey questions and analysed using content analysis. Levels of success of dental students associated with changes in learning and teaching practices and admission practices were also investigated. Most students had chosen dentistry as their first-career choice. Despite their demanding lifestyles, the majority of first-year students were successful. Second year was more demanding for some students however most progressed into third year. Academic failure was the main reason why some students were unsuccessful. No single factor or group of factors characterised a successful student. Good secondary school academic achievement, having previous tertiary educational experience and being a local student, predicted good academic performance in first year but not subsequent years. Performance on an admission interview had some predictive ability for subsequent academic success. In addition, academic achievement in some first-year dental subjects predicted subsequent academic success. Study behaviours, external motivating factors, having supportive peers and positive student-staff interactions were perceived to have contributed to success. Personal difficulties, a demanding workload, negative student-staff interactions and adjusting to first-year university studies, were perceived to have contributed to difficulties. This thesis contributes to a growing body of knowledge about factors that influence academic success of university students, including those in health profession faculties. The results should be of particular interest to dental schools, both internationally and nationally, that have adopted multifaceted admission processes and/or have changed from conventional to more student-centred dental curricula. Advisors/Committee Members: Townsend, Grant Clement (advisor), Winning, Tracey Anne (advisor), Mullins, Gerald Patrick (advisor), School of Dentistry (school).

Subjects/Keywords: dentistry; education; academic performance; students

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APA (6^th Edition):

Lekkas, D. (2010). Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/69896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lekkas, Dimitra. “Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course.” 2010. Thesis, University of Adelaide. Accessed April 22, 2021. http://hdl.handle.net/2440/69896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lekkas, Dimitra. “Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course.” 2010. Web. 22 Apr 2021.

Vancouver:

Lekkas D. Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course. [Internet] [Thesis]. University of Adelaide; 2010. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2440/69896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lekkas D. Becoming a dentist: characteristics, experiences and performance of students in the early years of the Adelaide dental course. [Thesis]. University of Adelaide; 2010. Available from: http://hdl.handle.net/2440/69896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

25. Chanda, Musonda.F.M. Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia .

Degree: 2017, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/5106

► The parenting style exercised by parents have the potential to promote or hinder their children’s academic performance at school. However, the extent to which each… (more)

▼ The parenting style exercised by parents have the potential to promote or hinder their children’s academic performance at school. However, the extent to which each parenting style affects pupils’ academic performance in various subjects among secondary school pupils has not been explored in Zambia. Thus, this study sought to investigate the effect of parenting styles on the performance of Grade 11 pupils in English language in selected secondary schools of Lusaka District. The objectives of study were: to identify the common parenting styles experienced by grade 11 pupils and how they are associated to gender; to investigate the effect of each parenting style on the performance of pupils in English language; To establish the influence of gender, age, and home-type on performance in English within each parenting style; and To evaluate the contribution of parenting styles, gender, age and home-type to pupils’ performance in English language. The study used a cross-sectional design which was conducted among 409 Grade 11 pupils from eight secondary schools of Lusaka District. The study employed multi-stage sampling and at each stage a simple random technique was used. The study adapted the Parental Authority Questionnaire (Buri, 1991) to determine parenting styles as perceived by pupils. Data was analyzed using Cross-tabulation to compare frequencies and Chi-square to determine the association between parenting styles and gender, ANOVA to establish the effect of parenting styles on pupil’s performance, and Multiple Linear Regression was also used for inferential statistics to predict performance in English. The results revealed that of the four parenting styles, permissive was the most common parenting style while neglectful was the least common parenting style. There was no association between gender and parenting styles. A two-way ANOVA indicated statistically significant differences in pupils’ performance in English language based on parenting styles, 𝐹(3,405) = 14.38,𝑝 < .05. The first Multiple Linear Regression Analysis showed that the English language performance variance for the Authoritative model explained by gender, age, and home-type was the largest (79%) while that for the Neglectful model was the smallest (55%). The second Multiple Linear Regression Analysis showed that parenting style (𝛽 = .16), home-type (𝛽 = .75) and gender (𝛽 = .21) statistically significantly contributed to performance, but not age (𝛽 = .04). This implies that school alone does not determine pupils’ excellence in academic work but collaborative efforts of home and school. Therefore, the study recommended, among other things, that there is need to create awareness among parents on the impact of parenting styles on their school going adolescents.

Subjects/Keywords: Parenting style – academic performance – Zambia

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APA (6^th Edition):

Chanda, M. F. M. (2017). Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chanda, Musonda F M. “Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia .” 2017. Thesis, University of Zambia. Accessed April 22, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/5106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chanda, Musonda F M. “Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia .” 2017. Web. 22 Apr 2021.

Vancouver:

Chanda MFM. Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia . [Internet] [Thesis]. University of Zambia; 2017. [cited 2021 Apr 22]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chanda MFM. Effects of parenting styles on performance of pupils in english language in selected secondary schools of Lusaka district, Zambia . [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Miami

26. D'Anjou, Tamara A. Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance.

Degree: PhD, Psychology (Arts and Sciences), 2008, University of Miami

URL: https://scholarlyrepository.miami.edu/oa_dissertations/166

► The validity of a new essay coding system for rating performance goal orientation and learning goal orientation was tested using a sample of undergraduate… (more)

Subjects/Keywords: Academic Performance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

D'Anjou, T. A. (2008). Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/166

Chicago Manual of Style (16^th Edition):

D'Anjou, Tamara A. “Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance.” 2008. Doctoral Dissertation, University of Miami. Accessed April 22, 2021. https://scholarlyrepository.miami.edu/oa_dissertations/166.

MLA Handbook (7^th Edition):

D'Anjou, Tamara A. “Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance.” 2008. Web. 22 Apr 2021.

Vancouver:

D'Anjou TA. Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance. [Internet] [Doctoral dissertation]. University of Miami; 2008. [cited 2021 Apr 22]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/166.

Council of Science Editors:

D'Anjou TA. Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance. [Doctoral Dissertation]. University of Miami; 2008. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/166

27. Conway, Shawna. The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders .

Degree: 2012, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/141

► Could how fourth grade students feel about their social status be affecting their academic performance? This relationship was examined because if perceived social status is… (more)

Subjects/Keywords: social status; academic performance; relationship

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Conway, S. (2012). The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Conway, Shawna. “The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders .” 2012. Thesis, California State University – San Marcos. Accessed April 22, 2021. http://hdl.handle.net/10211.8/141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Conway, Shawna. “The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders .” 2012. Web. 22 Apr 2021.

Vancouver:

Conway S. The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10211.8/141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Conway S. The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Northridge

28. Delate, Tirsa. A Tribute to a Monumental Woman by a Restless Grieving Addict.

Degree: M.F.A., Art, 2020, California State University – Northridge

URL: http://hdl.handle.net/10211.3/216825

► Time is a fundamental parameter in my practice, and it denotes the spontaneity and transience of events. Interactive performance and video works explore the connections… (more)

Subjects/Keywords: performance; Dissertations, Academic – CSUN – Art.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Delate, T. (2020). A Tribute to a Monumental Woman by a Restless Grieving Addict. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/216825

Chicago Manual of Style (16^th Edition):

Delate, Tirsa. “A Tribute to a Monumental Woman by a Restless Grieving Addict.” 2020. Masters Thesis, California State University – Northridge. Accessed April 22, 2021. http://hdl.handle.net/10211.3/216825.

MLA Handbook (7^th Edition):

Delate, Tirsa. “A Tribute to a Monumental Woman by a Restless Grieving Addict.” 2020. Web. 22 Apr 2021.

Vancouver:

Delate T. A Tribute to a Monumental Woman by a Restless Grieving Addict. [Internet] [Masters thesis]. California State University – Northridge; 2020. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10211.3/216825.

Council of Science Editors:

Delate T. A Tribute to a Monumental Woman by a Restless Grieving Addict. [Masters Thesis]. California State University – Northridge; 2020. Available from: http://hdl.handle.net/10211.3/216825

Kent State University

29. Gabrish, Danielle L. Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students.

Degree: MS, College and Graduate School of Education, Health and Human Services / School of Health Sciences, 2017, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732

► The primary objective of this study is to assess the difference in hours of sleep and academic performance between caffeine users and non-caffeine users. Participants… (more)

Subjects/Keywords: Nutrition; Caffeine; Sleep; Academic Performance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gabrish, D. L. (2017). Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732

Chicago Manual of Style (16^th Edition):

Gabrish, Danielle L. “Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students.” 2017. Masters Thesis, Kent State University. Accessed April 22, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732.

MLA Handbook (7^th Edition):

Gabrish, Danielle L. “Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students.” 2017. Web. 22 Apr 2021.

Vancouver:

Gabrish DL. Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students. [Internet] [Masters thesis]. Kent State University; 2017. [cited 2021 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732.

Council of Science Editors:

Gabrish DL. Caffeine Use, Hours of Sleep, and Academic Performance of Undergraduate College Students. [Masters Thesis]. Kent State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1492109146480732

University of Namibia

30. Shimaneni, Fiina. Student engagement at Polytechnic of Namibia: Implications for teaching staff and academic performance .

Degree: 2013, University of Namibia

URL: http://hdl.handle.net/11070/868

► This study measured engagement levels among students; determined the impact of resources usage and established to which extent students experience demands on their study. The… (more)

Subjects/Keywords: Student engagement; Academic performance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Shimaneni, F. (2013). Student engagement at Polytechnic of Namibia: Implications for teaching staff and academic performance . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/868

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shimaneni, Fiina. “Student engagement at Polytechnic of Namibia: Implications for teaching staff and academic performance .” 2013. Thesis, University of Namibia. Accessed April 22, 2021. http://hdl.handle.net/11070/868.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shimaneni, Fiina. “Student engagement at Polytechnic of Namibia: Implications for teaching staff and academic performance .” 2013. Web. 22 Apr 2021.

Vancouver:

Shimaneni F. Student engagement at Polytechnic of Namibia: Implications for teaching staff and academic performance . [Internet] [Thesis]. University of Namibia; 2013. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/11070/868.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shimaneni F. Student engagement at Polytechnic of Namibia: Implications for teaching staff and academic performance . [Thesis]. University of Namibia; 2013. Available from: http://hdl.handle.net/11070/868

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations