Home⇛Universal Journal of Educational Research⇛vol. 2 no. 3 (2023)

FACTORS CONTRIBUTING TO STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY STATE EXAMINATION AT UPPER SECONDARY SCHOOLS IN GITEGA COMMUNE, GITEGA PROVINCE IN BURUNDI

Ndayihimbaze Jean Bosco | Philothère Ntawiha | Arakaza Alexis

 

Abstract:

The students’ academic performance is the key element for both learners and teachers in examining the educational objectives for all subjects. This work is entitled “Factors contributing to Students' Academic Performance in Biology State Examination at Upper Secondary Schools in Gitega commune, Burundi” explores the factors that influence the students’ academic performance in biology national examination, particularly in Gitega commune. All school directors, laboratory, and library staff, and six senior students who did biology national examination over five school years from 2016 to 2020 in all upper secondary schools with Biology-Chemistry and Earth sciences combination formed a study population. The stratified sampling technique to carry out this correlational study for choosing the upper secondary schools from urban and rural school areas. This study covered 12 upper secondary schools, 12 library staff and 3 laboratory staff, and 1961 senior six students who were selected purposively according to the above learning combination six in 1961 senior students over five consecutive school years (2016 to 2020) as a sample. The instruments used for collecting data were questionnaires and the document review checklist. Descriptive statistics, Analysis of variance (ANOVA) and multiple linear Regression test were used to analyze the collected data and the interpretation was guided by a literature review. The findings of this study indicated that teachers’ academic qualifications were inversely associated with the students’ academic performance whereas the teachers’ professional qualifications and students’ academic performance were also negatively linked. Also, there was statistically a significant association between teaching experience and students’ academic performance while professional training of biology Teachers are significantly associated with students’ academic performance. Other contributing factors to students’ academic achievement such as physical facilities (laboratory, library, staff room, computer lab and biology textbooks were significantly and positively linked with students' academic performance. Based on these findings, recommendations were made.



References:

  1. Akinsolu, A. O. (2010). Teachers and Students Academic Performance in Nigerian Secondary Schools: Implications for Planning Florida. Journal of Educational Administration & Policy, Volume 3(Issue 2), pp86-103.
  2. Alexander, C., & Eid, M. (2017). Relating Communication Competence to Teaching Effectiveness : Implication for Teacher Education. 8(3), 150-154.
  3. Anita K., Jairo K. M., Odhiambo O., M. E. A. (2012). Influence of teacher characteristics on students' academic achievement among secondary schools. Journal of Education and Practice, Vol.4, No. (www.iiste.org ISSN 2222-1735 (Paper). ISSN 2222-288X (Online        
  4. Auwalu, R. A.; Mohd E. T. and Muhammad, B. G. (2014). Academic Achievement in Biology with Suggested Solutions in Selected Secondary Schools in Kano State, Nigeria. International Journal of Education and Research, Vol. 2 No., pp.215.
  5. Boyi, A. A. (2012). Education and Sustainable National Development in Nigeria: Challenges and Way Forward. International Letters of Social and Humanistic Sciences, 14, 6572. https://doi.org/10.18052/www.scipress.com/ilshs.14.65
  6. Charlier, É. (2012). Former des enseignants professionnels pour une formation continuée. Articulée à La Pratique. In Former Des Enseignants Professionnels., Vol. 4, (De Boeck Supérieur.), 119143.
  7. Cimer, A. (2012). What makes biology learning difficult and effective: Students views? Educational Research and Reviews, 7 (3), 6171.
  8. Coonen, H. W. A. M. (1987). Didactiek Van den nascholing: Een introductic (Methodology of In-service Training: An Introduction). Den Bosch: KPC.
  9. Dewey, J. (1938). Experience and Education. (New York: Collier Books.).
  10. Dolba, S., Gula, L., & Nunez, J. (2022). Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School. Journal of Language and Literature Studies, 2(2), 62–74. https://doi.org/10.36312/jolls.v2i2.874
  11. Donnay, J., & Charlier, É. (2008). Apprendre par l'analyse de pratiques : Initiation au Compagnonnage réflexif (Nouvelle édition revue et augmentée). Namur : Presses Universitaires de Namur.
  12. Ekperi, P. (2019). Impact of Teacher Characteristics on Students "Academic Performance in Public Secondary Schools. (January).
  13. Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Educational Psychology: Effective teaching, effective learning (3rd Ed.). Boston, MA: McGraw Hill College.
  14. Fajonyomi, A. A. (2007). Reviving higher education relevance in Nigeria. A paper presented at the 3rd Faculty of Week and Annual National Conference, Faculty of Education. The University of Maiduguri on the theme Higher education reforms in Nigeria from 26th to 27th September.
  15. Fuller, J. (1986). Teachers Pedagogy and Student Achievement: Columbia, Guatemala, Nicaragua, Peru, Uganda. New Schools (Escvela Nueva).
  16. Jepkoech, S. (2002). Survey of factors that influence the performance of students in Economics in KCSE: A case of selected schools in Rift valley province of Kenya. MA Thesis, MU Eldoret.
  17. Jorro, A. (2014). Dictionnaire des concepts de la professionnalisation. Bruxelles : De Boeck. https://doi.org/10.3917/dbu.devel.2013.02        
  18. Moses, A. (2016). Academic Performance in Biology at Secondary School Certificate Examination (SSCE) and the Influencing Factors among Students in Owerri Municipal of Imo State, Nigeria. International Journal of Education and Evaluation, 2(1), 110.
  19. Ntwari Innocent. (2018). Connaissances professionnelles mobilisées et besoins des Enseignants pour la mise en uvre du curriculum de mathématiques au 4ème cycle de l École Fondamentale au Burundi (Élèves de 12 à 15 ans). HAL, 238.
  20. Nzabalirwa, W. & Ntawiha, P. ; Mary A. O.; Ngaboyera, V. ; Ntawiyanga, S. (2020). Determinants of school performance in Selected Public Secondary Schools in Rwanda. A Journal of Contemporary Research, 17(3) (1813-222), 20-37.
  21. Oliver, K. M. (2000). Methods for developing constructivism learning on the web. Educational Technology, 40 (6).
  22. Oyedeji, O. A. (2000). Effective teaching of mathematics. Teaching effectiveness in Nigerian Schools. Edited by S. Y. Erinosho; L. A. Adesanya & A. Ogunyemi. Ibadan, Sam Bookman Publisher.
  23. Paquay, L. (2012). Continuité et avancées dans la recherche sur la formation des enseignants. Les Cahiers de Recherche Du GIRSEF N° 90. .
  24. Perrenoud, P. (1993). Formation initiale des maîtres et professionnalisation du métier. Revue Des Sciences de léducation, 19, 59-76. https://doi.org/10.7202/031600
  25. Petty, N. J., Thomson, O. P., & Stew, G. (n.d.). Ready for a paradigm shift? Part: Introducing the philosophy of qualitative research. Manual Therapy, 17, 267-274. https://doi.org/https://doi.org/10.1016/j.math.2012.03.006
  26. Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, (24(7),), 5-12. https://doi.org/10.3102/0013189X024007005
  27. Rob Greenwald, Larry V. Hedges, R. D. L. (1996). The Effect of School Resources on Student Achievement. Review of Educational Journal. https://doi.org/10.3102/00346543066003361
  28. Rottenberg, C. J. & Berliner, D. C. (1990). Expert and Novice Teacher's Conceptions of Common Classroom Activities. A Paper Presented at the Annual Meeting of the American Education Research Association. Boston.
  29. SHIMBI, M. (2016). Factors Influencing Poor Performance in Science Subjects in Secondary Schools In Shinyanga Municipality, Munich, Tanzania, GRIN Verlag, pp.59.
  30. Sureka, A., & Murugesan, S. (2017). International Journal of Current Research in Biology and Medicine. International Journal of Current Research in Biology and Medicine, 4(11), 110. https://doi.org/10.22192/ijcrbm.2017.02.11.001
  31. Tasci, G. (2015). Criteria for high-quality biology teaching: An analysis. Kuram ve Uygulamada Egitim Bilimleri, 15(4), 10691085. https://doi.org/10.12738/estp.2015.4.2420
  32. Tella, A. (2007). (2007).The impact of motivation on students’ academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics & Technology Education, 3(2), 149-156. https://doi.org/10.12973/ejmste/75390
  33. Unanma, A. O., Abugu, H. O., Dike, R. C. and U. U. C. (2013). Relationship between Teachers Educational Qualifications and Students Achievement in Chemistry: A Case Study of Owerri West LGA. IOSR Journal of Research & Method in Education, Vol. 1(No. 1,), pp5. https://doi.org/10.9790/7388-0110510
  34. UNESCO. (2004). Annual report : UNESCO Institute for Education.
  35. Usman, S. (2012). Factors Influencing Students' Academic Performance at Higher Secondary Level: Teachers' Perception. Source: Language in India. Vol. 12(Issue 9,), p524-548. 25p. 7 Charts.
  36. Uwamariya, A., & Mukamurera, J. (2005). Le concept de « développement professionnel » en enseignement: approches théoriques. Revue Des Sciences de l'éducation, 31, 133 155. https://doi.org/10.7202/012361
  37. Varly, P., & Mazunya, M. (2018). Report on the Quality of Education. Burundi ASA  (P161127): Study 2, (July), 38.
  38. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  39. Wittorski, R. (2008). La professionnalisation. Savoirs, 936. https://doi.org/10.3917/savo.017.0009

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic