Education Research International is a peer-reviewed, Open Access journal that considers scholarly, research-based articles on all aspects of education. As an international journal aimed at facilitating the global exchange of education theory, contributions from different educational systems and cultures are encouraged. The journal publishes research articles as well as review articles.


Library has vol. 1(2011) to current.

Recent Submissions

  • Students’ Satisfaction towards E-Assessment for Academic Achievement in ESL at Public Schools and Colleges

    Muhammad Mujtaba Asad; Raja Bahar Khan Soomro; Atefeh Shamsy; Prathamesh Churi (Hindawi Limited, 2021-01-01)
    The core aim of this research study is to assess, analyze, and evaluate students’ perception of traditional and electronic assessment, which may affect their academic performance. This research study focuses on students’ perceptions about English as a second language in the context of formal assessment and electronic assessment, which is taken as a problem of this study, i.e., students’ perception of traditional and electronic assessment. This study uses a quantitative research approach, and the data have been obtained through a survey questionnaire from 100 students of SSC and HSC Part- I and II. The research results served descriptively and analytically regarding the two significant types of assessment applied in their classrooms; one is the traditional assessment, which is further subdivided into multiple-choice questions (including fill in the blanks and true and false statements), constructed response questions, and extended response questions. At the same time, the second form of assessment is the electronic assessment which is a computer-based assisted assessment. Electronic assessment is the modern technology that includes all forms of assessments, including collaborative approach-based assessment, interactive assessment, portfolios, and group projects. The result of this study reflects exciting findings. The results for the closed-ended questions (survey questionnaire) bend towards the null hypothesis (Ho), which states that there is no significant difference among students of GSL towards traditional and electronic assessment. However, the results of the two open-ended questions bend towards the alternative hypothesis (Hα), which states that there is a significant difference for the level of difference among students of GSL towards traditional and electronic assessment. Most importantly, teachers are obligated to select an assessment tool with careful consideration to ensure the appropriateness of each assessment tool for the learning objectives. Based on the research findings, some valuable recommendations for the policymakers, curriculum developers, students, and teachers are finally presented.
  • Evaluating the Content Validity of Grade 10 Mathematics Model Examinations in Oromia National Regional State, Ethiopia

    Getinet Alemayehu Wole; Solomon Fufa; Yilfashewa Seyoum (Hindawi Limited, 2021-01-01)
    This article purports to analyze the content validity of model examinations for grade 10 mathematics. The study looked at the model tests to evaluate if they were indicative of the course content and emphasized on the syllabus’ learning outcomes. A survey design with six years of mathematics model exam, syllabi, and textbooks served as the key data sources was considered in the study. Kendall’s coefficient of concordance and chi-square test of statistical treatment were used to analyze the quantitative data obtained. In addition, the qualitative data were evaluated using narration and description. The study’s statistical findings revealed that there was no relationship between test items and learning outcomes in cognitive domain categories or main textbook content. As a result, the exam items did not correspond to the syllabus’s objectives and content. Furthermore, the qualitative data revealed that the test items were unclear, poorly laid out, and multidimensional, as well as having low content validity.
  • Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

    Christian Basil Omeh; Chijioke Jonathan Olelewe (Hindawi Limited, 2021-01-01)
    Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.
  • Effect of the VAN Hiele Instructional Model on Students’ Achievement in Geometry

    Edward Yalley; Gloria Armah; Richard Kwame Ansah (Hindawi Limited, 2021-01-01)
    The purpose of this study was to determine the effect of the Van Hiele instructional model on students’ achievement in Circle Geometry at Daffiama Senior High School in the Daffiama-Bussie-Issa District of the Upper West Region in Ghana. The purposive and simple random sampling techniques were employed to select a sample of 75 participants for the study. The sample involved two groups: the experimental group and the control group. While teaching based on the Van Hiele model was carried out in the experimental group, teaching with the traditional method was carried out in the control group. The study employed a quasi-experimental research design. The instruments used for data collection were tests, interviews, and classroom observation. Findings from the data analysis suggested that participants were at the prerecognition level before the intervention, improved from the prerecognition level to level 2 after the intervention as the model facilitated learning. It was recommended that teachers determine the geometric thinking levels of students before instruction; the Van Hiele learning and instructional model is adopted in curriculum design and applied in the teaching of geometry and other areas of mathematics.
  • The Impact of Using zSpace System as a Virtual Learning Environment in Saudi Arabia: A Case Study

    Afnan Aljumaiah; Yasser Kotb (Hindawi Limited, 2021-01-01)
    The use of virtual reality (VR) has increased in many different areas, especially in the learning process. One of the most important VR tools is zSpace platform, which can be used as a virtual learning environment. This paper aims to increase the awareness of applying VR technology in Saudi Arabia through using zSpace as a virtual learning environment in all Saudi schools rather than using traditional learning methods. As a case study, we chose Al-Hamra School in Jeddah. By analyzing tests and questionnaires with students and teachers, we examined the effect of using zSpace on students’ grades, educational achievement, and learning skills. We have demonstrated that using zSpace instead of traditional learning methods in the learning process had better effect students, which is considered to be a largely positive effect in the learning environment.
  • Integrating Educational Games into College English Learning

    Ming Li; Qi Zhang; Zhonggen Yu (Hindawi Limited, 2021-01-01)
    Currently, the application of educational games is becoming a hot topic, but the application of educational games in college English learning is scarcely explored. To explore the integration of educational games into the college English teaching and learning process, this study adopted a rapid evidence evaluation review (Yu et al. 2020). Since the literature review is an important approach in qualitative sampling techniques, we have conducted a review to identify and synthesize the literature. It analyzed high-quality journal articles published internationally and nationally. We found that educational games were effective in enhancing students’ college English proficiency and learning attitudes. Meanwhile, playful experiences created by educational games could decrease cognitive loads in college English learning. This research provided some support for further implementation of educational games in the college English teaching and learning process.
  • Teachers’ Sociodemographic Characteristics, Psychological Distress, Job Satisfaction, and Their Willingness to Include Children with Special Needs in Regular Classes

    Kingsley Chinaza Nwosu; W. P. Wahl; Ursula Ifeoma Oparaugo; Anthony Obinna Ezennaka; Daniel Balami Ibrahim; Ademola Oyeyemi Ahmed; Ngozi Christiana Ementa; Christopher Obinna Alaribe; Christiana Chioma Akuneme; Gloria Uzoamaka Nnaemeka (Hindawi Limited, 2021-01-01)
    Advancing inclusive education in countries where children with special needs (CWSNs) are yet to be meaningfully included in regular schools will ensure the progress of Goal 4 of the Sustainable Development Goals. One potent determinant to the effective inclusion of CWSNs is teachers’ intention and efforts to integrate them into their classes. Yet, there is still inadequate evidence in the existing body of literature that will help stakeholders understand the psychosocial variables that will impact their intentions and efforts to include CWSNs in their classes. In view of this, our study determined the association between teachers’ sociodemographic characteristics, psychological distress, job satisfaction, and their willingness to include CWSNs in their classes using a hierarchical regression model. The sample size is made up of 502 secondary school teachers in Anambra State. Our model showed the potency of sociobiological and motivational factors on teachers’ inclusive education willingness of CWSNs in their classes. Teachers’ age, years of teaching experience, and job satisfaction are significant predictors of their inclusion willingness for CWSNs. Teachers’ psychological distress did not significantly predict their inclusion willingness for CWSNs. The significance and implications of our findings were underscored.
  • Deployment of Background Knowledge and Performance in Comprehension Passage Reading among Primary School Learners in Vihiga County, Kenya

    Mary Susan Anyiendah; Paul A. Odundo; Agnes W. Kibui (Hindawi Limited, 2021-01-01)
    Background. Primary school learners in Vihiga County have been recording a lower mean score in English language examinations than their counterparts in neighbouring counties, with the score being lower in comprehension passage than in grammar sections. Few previous studies conducted in Kenya have investigated the issue from the instructional dimension, thereby limiting stakeholders’ understanding of the issue and delaying appropriate interventions. Aim. To determine how the deployment of learners’ background knowledge influences performance in reading comprehension passages. Method. Solomon Four-Group Design guided the study. Data were sourced in mid-2017 from standard six learners and English language teachers. Regression analysis generated two models, one for the experimental and control groups, each. Results. In both models, deployment of background knowledge had a significant positive effect on the performance in reading comprehension passages, which prompted rejection of the null hypothesis. However, the effect was stronger in the experimental group than in the control group. The variation was attributed to training provided to the experimental group teachers, which improved their skills in activating learners’ background knowledge. Conclusions. Activating learners’ background knowledge is a vital antecedent to better performance in reading comprehension passages and the English language. Although prereading vocabulary is vital for the activation of learners’ background knowledge, overreliance on a single strategy to activate learners’ background knowledge undermines optimal deployment of background knowledge skills in reading, albeit with implications on performance.
  • Techno-Pedagogical Skills for 21st Century Digital Classrooms: An Extensive Literature Review

    Muhammad Mujtaba Asad; Kanwal Aftab; Fahad Sherwani; Prathamesh Churi; Antonio-José Moreno-Guerrero; Bahar Pourshahian (Hindawi Limited, 2021-01-01)
    Techno-pedagogical ability is a way and reasonable value education available to everyone. Indeed, although in the past it has been found that there are many benefits to using innovation in the classroom environment, there are still obstacles or experiences related to the use of innovation. The literature review was utilized to gather and choose the papers for this research. This article investigates the techno-pedagogical skills requirements of the science and art teachers of the Sukkur State Government College. In this paper, literature is collected from different real sites, such as Google, Google Scholar, Science Direct (Elsevier), Sage, Springer, Emerald, Taylor & Francis, and Eric databases. Ten themes emerged from the literature to analyze the techno-pedagogical skills of science and art educators and provide suggestions and solutions for improving educational institutions. Quantitative, qualitative, and mixed research papers are all included in this study. This research also identified the knowledge gap and methodological and implication gap in this research article as per the need for 21st Century Digital Classrooms. The results show that there is no significant difference in techno-pedagogical skills between science teachers and art teachers who use technology in teaching. This is because of the epidemic. Talking about the current scourge, COVID-19 has transformed traditional courses into digitization through ICT integration. Information and Communication Technology (ICT) is seen as a tool that can help schools adapt to the transition from industry to information. It is also considered as a tool to provide, support, and strengthen educational reforms in accordance with the educational needs of the information society.
  • Validation and Development of a Moroccan School Quality Evaluation System

    Hicham Berbar; Said Lotfi; Mohammed Talbi (Hindawi Limited, 2021-01-01)
    Evaluation is currently at the heart of the priorities of education systems. It is not limited to learning but affects several aspects: teachers, schools, training, management, education policies, and the system as a whole. There is a need in this area where research is extremely scarce in Morocco and especially in the teaching and education sector. The notion of transposing quality evaluation to the pedagogical side is very difficult and ambiguous. The evaluation of a school is a complex process, with varied practices and multiple actors. The first objective of this work is to present, within a rigorous methodological framework, the validation of pedagogical and administrative quality indicators in schools. This tool is a dashboard with precise indicators for the pedagogical audit of schools and educational institutions adapted to the Moroccan context. To select the best indicators, we used several techniques (structured interviews, focus groups, factor analysis, etc.) with the actors who carry out their activities. We identified three (03) fields and ten (10) criteria with indicators that form the basis of a quality assessment. The fields are management and strategic planning, administrative and sector management, and pedagogical organization.
  • Research into Teachers’ (Dis)Respect for Learners: A Cross-Cultural Study of English Language Teachers’ and Learners’ Perceptions

    Mahnaz Mostafaei Alaei; Amirhamid Forough Ameri (Hindawi Limited, 2021-01-01)
    A safe learning context begins with teachers-students respectful interaction. This qualitative study drawing on the premises of grounded theory (GT) examined native and nonnative English language teachers’ and learners’ (n = 114) perceptions of teachers’ (dis)respect for learners. Content analysis of focus groups and online interviews revealed three overarching themes: (1) teachers’ interpersonal characteristics, (2) teachers’ insightfulness, and (3) teachers’ occupational attributes. Overall, 14 subthemes emerged. An important finding was that politeness, learners’ self-esteem, and care were the most recurrent subthemes, respectively, raised by all four groups of nonnative teachers (NNTs), nonnative learners (NNLs), native teachers (NTs), and native learners (NLs). Moreover, politeness, care, learners’ self-esteem, dedication, and interest were the five culture-general components of teachers’ (dis)respect for learners because they were mentioned by both natives and nonnatives. Conversely, other subthemes could be considered as culture-specific components because they were raised by either natives (fairness, encouragement, appreciativeness, kindness, punctuality, and learners’ freedom) or nonnatives (helpfulness, patience, and learners’ individuality). Furthermore, the three above-mentioned themes were common to all participants. Therefore, given this diversity within universality, we proposed a cross-cultural model of teachers’ (dis)respect. The pedagogical implications are discussed.
  • Intrinsic Rewards for Creativity and Employee Creativity to the Mediation Role of Knowledge Sharing and Intrinsic Motivation

    Sayed Sami Muzafary; Muhammad Naim Wahdat; Mudassir Hussain; Bonga Mdletshe; Shouket Ahmad Tilwani; Robi Khattak (Hindawi Limited, 2021-01-01)
    The purpose of this research is to examine the mediating role of knowledge sharing and intrinsic motivation on the relationship between intrinsic rewards for creativity and employee creativity and furthermore explore the mediating role of intrinsic motivation on the relationship between intrinsic rewards for creativity and knowledge sharing. A total of 400 matched data were collected from employees and their immediate supervisors of four public universities in Afghanistan. The results revealed that knowledge sharing and intrinsic motivation mediated the linkage between intrinsic rewards for creativity and employee creativity, which comprises idea generation. The results have shown that the relationship between intrinsic rewards for creativity and knowledge sharing is mediated by intrinsic task motivation. The current research contributes to the employee creativity literature by empirically examining the mediating role of knowledge sharing and intrinsic motivation in the relationship between intrinsic rewards for creativity and employee creativity in the one hand and the mediating role of intrinsic motivation in the relationship between intrinsic rewards for creativity and employee creativity in other.
  • The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

    Dwi Sulisworo; Ratnawati Drusmin; Dian Artha Kusumaningtyas; Trikinasih Handayani; Wahyuningsih Wahyuningsih; Adi Jufriansah; Azmi Khusnani; Erwin Prasetyo (Hindawi Limited, 2021-01-01)
    During the COVID-19 pandemic, almost all regions of Indonesia, including Sikka, East Nusa Tenggara, and Indonesia, have implemented e-learning. However, this method has not been conducted in all schools due to the problem of uneven Internet access. Disconnection from the Internet makes it difficult to conduct this process effectively even though students have smartphones. Furthermore, the expectation of education quality improvement in sciences also gets higher with the development of today’s world technology, and this cannot be avoided. Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. Therefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. This research was an action research approach. While considering this problem, the intervention of teachers’ behavior and perception was conducted through training and workshops on the use of augmented reality for science learning using a one-shot case study research design. This program had four stages: need identification, strengthening the understanding of using AR, training and workshop implementation, and evaluation. The participants of this program were 24 science teachers from 10 schools at junior high schools in Sikka Regency, Indonesia (17 females, 7 males). The marker-based AR was developed based on learning media need assessment provided by teachers. Teacher optimism was measured using a questionnaire with a Likert scale. The program’s implementation led teachers to understand the use of AR in learning, significantly to develop HOTs (higher-order thinking skills) in science learning. After experiencing training and workshops, the teachers showed high optimism to use AR in science learning. The results of this study imply for the development of school policies to establish digital learning media used without the Internet on various learning issues in rural areas.
  • The Concept of Originality in Academic Research of Engineering

    Muhammad Shaheen (Hindawi Limited, 2021-01-01)
    The definition of research appears to be a controversial subject in the academic community. It is almost becoming apparent that research remains a key element in master’s and doctoral degrees. Originality is, to varying degrees, the primary concern for the genuineness of research, but there is a difference of opinion on the concept of originality. In practice, a subjective analysis of originality is performed at the time of the assessment of the said degrees’ theses; therefore, the resulting evaluation is affected by the difference of opinion on the concept of originality. It has also emerged that the concept of originality in research is also marginally unique in various areas. This study is focused upon reaching a point of agreement for the definition of originality in the theses/dissertation of masters and doctorate degrees in engineering only. The outcome of the research should be something new and originally contribute to the body of knowledge. This study focused on to arrive at an accurate definition of originality in university degrees in the field of engineering. An online survey was designed and carried out on the basis of evidence and expert opinion. The survey was distributed amongst engineering peers. The results of the survey are systematically summed up in the study.
  • The Transmutation Logic of China University Science and Technology Innovation System since the Founding of the Communist Party of China One Hundred Years Ago: Three-Chain Perspectives Led by Party-Building

    Hongda Liu; Zhen Yu; Jijian Zhang; Pinbo Yao (Hindawi Limited, 2021-01-01)
    The university science and technology innovation system is an essential bridge between higher education and national innovation development. Since the founding of the Communist Party of China, the scientific and technological innovation system of Chinese universities has intermingled with the historical environment and internal and external factors and has gone through several stages of development from weak to strong and from fragile to solid. In this process, the Communist Party of China has always been firmly based on the central concept of people-oriented, using a forward-looking vision to develop the macro deployment of the university science and technology innovation system and finally using the combination of ideology and politics, the three-wide education throughout the sustainable development, and optimization of the system, returning to the “university” nature of the university science and technology innovation system, to achieve the fusion of the system and the Party-building development. To this end, the university science and technology system in the new era must continue to uphold the leadership of the Communist Party of China, draw on the power of the three chains led by the Party, inductively form contemporary inspiration from the logic of construction over the past century, and adapt to the complex and changing world situation of the future.
  • The Effect of Flipped Classroom on Iranian Adolescents: Elementary EFL Learners’ Vocabulary Recall and Retention

    Masoumeh Izadpanah Soltanabadi; Siros Izadpanah; Ehsan Namaziandost (Hindawi Limited, 2021-01-01)
    Vocabulary as an inseparable part of language learning has a vital role in communication, which requires to be taught in new approaches. A quasi-experimental method was used to achieve the aims of the current study. In doing this, 48 Iranian female adolescent elementary learners (13–17) were assigned based on the Oxford Quick Placement Test from 70 female students to take part in 4 sessions of treatment. The participants were randomly divided into two groups: an experimental group (n = 24) and a control group (n = 24). The experimental group was taught using the flipped classroom, while the control group was exposed to the conventional methods. Research instruments involving an English language placement test, vocabulary pretest, immediate posttest, and delayed test (the study lasted for 9 weeks). A list of 28 target words was given to both groups. Words were selected by the Lawshe content validity ratio (CVR) and content validity index (CVI) to have validity. The findings of ANCOVA indicated that conducting the flipped classrooms has significant impacts on Iranian adolescent elementary students’ vocabulary recall and retention. Hence, it is an applicable approach that carries important implications for teachers, foreign language syllabus designers, and curriculum planners.
  • Graduates’ Unemployment and Associated Factors in Ethiopia: Analysis of Higher Education Graduates’ Perspectives

    Mesfin Molla Demissie; Adane Hailu Herut; Berhanu Mekonnen Yimer; Misganu Legesse Bareke; Birhanu Haile Agezew; Negash Haile Dedho; Mulugeta Fufa Lebeta (Hindawi Limited, 2021-01-01)
    Higher education institutions are responsible for providing their graduates with relevant job skills that will allow them to compete in the labour market. With this in mind, the purpose of this study was to identify the factors associated with graduate unemployment in Ethiopia. The data were collected, analysed, and interpreted using a quantitative design. Using Cochran’s sampling formula, 359 graduates from five regions were selected as the sources of primary data. Multinomial logistic regression was used to analyse the data because it is a good model for computing the interaction between more than two independent and dependent variables. Cronbach’s alpha coefficient of 0.947 indicated that the instrument’s reliability is adequate. The study revealed that the independent variables that correlate with graduates’ unemployment are demographic characteristics, curriculum, institutional characteristics, graduate characteristics, and economic and labour market conditions. These findings imply that HEIs and governance bodies should reconsider the sector’s policy and strategic directions in terms of graduates’ employability output. As one of the major improvements, the study also recommends creating an enabling environment for employers to thrive, while higher education institutions adjust their curricula to meet the needs of employers.
  • Stress, Anxiety, and Depression among Medical Undergraduate Students and Their Coping Strategies

    Leta Melaku; Guta Bulcha; Deressa Worku (Hindawi Limited, 2021-01-01)
    Background. Students’ mental health deteriorates after they enter medical school and continues to deteriorate throughout their training. Every individual has a certain number of coping resources, and once these coping resources are challenged, mental illness usually results. Objective. We aimed to determine the prevalence and severity of depression, anxiety, and stress as well as coping strategies used by medical undergraduate students enrolled in Arsi University. Methods. Institution-based, cross-sectional design was conducted on 265 sampled medical students. Participants were selected by a systematic, random-sampling technique. Data were collected by pretested, structured, and self-administrated questionnaires. Afterwards, logistic regression analysis was employed, and statistical significance was accepted at p<0.05. Results. In the present study, 5 questionnaires were rejected for incompleteness, resulting in a response rate of 98.1%. The mean age of the respondents was 22.03 (SD = 2.074) years. The current prevalence rates of depression, anxiety, and stress were 52.3%, 60.8%, and 40.4%, respectively. The proportion of respondents who had extremely severe symptoms of depression, anxiety, and stress was 6.2%, 16.2%, and 2.3%, respectively. Depression was specifically associated with monthly income and residency. Anxiety was significantly associated with residency and educational level. Stress was associated with monthly income, educational level, and residency. The main coping strategy adopted by the respondents was religion with a mean (±SD) of 5.94 (1.85). The coping mechanisms of denial, substance use, behavioral disengagement, venting, and self-blame were significantly associated with depression, anxiety, and stress. Conclusion. Overall prevalence rate of depression, anxiety, and stress is alarmingly high. Therefore, implementing stress reduction interventions and establishing a student counseling center are highly recommended.
  • Facilitators’ Engagement in Advocacy towards Inclusion of Adults with Disabilities in the Literacy Training Program in Gedeo Zone, Ethiopia

    Damene Matsana; Dawit Negassa; Yilfashewa Seyoum; Asmerom Tekle (Hindawi Limited, 2021-01-01)
    The study aimed at investigating facilitators’ engagement in advocacy towards inclusion of adults with disabilities in the literacy training program in the Gedeo Zone, Ethiopia. A mixed-methods approach with the explanatory sequential design was employed. The study involved a sample of 214 facilitators by using stratifying random sampling technique. A Likert-type scale questionnaire was administered to the facilitators with a response rate of 98.6% (N = 211). In addition, a total of 13 respondents (3 principals, 3 supervisors, 3 adults with disabilities, and 4 experts) were selected purposively for interview based on their active participation in the program. The quantitative data were analyzed using SPSS version 23, while the qualitative data were analyzed using narrative analysis. The results from both the quantitative and qualitative strands revealed that facilitators are engaged in advocacy services by providing awareness-raising training to speak up about them, by sensitizing the community, by working collaboratively with the colleagues and the local government to make the training environment accessible to all adults. Pearson’s correlation coefficient for providing an awareness-raising training (r (211) = 0.683∗∗, p<0.01), working collaboratively with colleagues (r (211) = 0.754∗∗, p<0.01), working collaboratively with the local governments (r (211) = 0.766∗∗, p<0.01), and participating in the community sensitization programs (r (211) 0.821∗∗, p<0.01) showed that the items are statistically significant and positively correlated.
  • The Academic Achievement of Secondary Students in Bangladesh: Assessing the Role of Socioeconomic Status, School Attributes, and Academic Activities

    Ferdousi Jahan Oyshi; Sadia Sharmin Suhi; Afsana Sultana; Nusrat Jahan; Md. Tanvir Hossain (Hindawi Limited, 2021-01-01)
    This study was aimed at assessing the role of socioeconomic status (SES), school attributes (SA), and academic activities (AA) in the academic achievement of secondary school students in Bangladesh. Data were collected by administering a self-administered questionnaire from 1,043 secondary school students using a multistage cluster random sampling. Hierarchical regression suggested that religion significantly but negatively influenced the academic achievement of secondary students, while SES, teacher-student ratio, performance, and education system significantly predicted the academic achievement, although the latter had a negative impact. Besides, self-regulation and communication also showed a substantial role in determining good academic achievement. Policymakers should pay attention to the SES composition of schools and their quality and mode of education, and certain regulatory activities to achieve quality and all-inclusive education in Bangladesh.

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