Articles

Effect of Nutrition on Children Academic Performance in Pre-Schools in Sironko District

/in /by

The study assessed the effect of nutrition on children academic performance in pre-schools in Sironko Town Council, Sironko District. The study was guided by the following specific objectives: to determine the effect of diet on children academic performance in pre-schools in Sironko District, establish the effect of frequency of feeding on children academic performance in pre-schools in Sironko District and to determine the effect of parental knowledge on nutrition on children academic performance in pre-schools in Sironko District. The study was carried out using a cross-sectional survey design where both quantitative and qualitative approaches were used. Simple random sampling was used to select 60 respondents from Sironko Town Council, Sironko District and convenient sampling was used to select 10 pre-schools that had school feeding programs. The study found out that 65.2% of the respondents acknowledged that the schools provided meals that were balanced and 34.8% of the respondents acknowledged that schools provided meals that were not balanced. 80% of the respondents also believed that nutrition has a significant effect on children academic performance in pre-schools in Sironko District. Results also indicated that nutrition-related factors have a profound and statistically significant effect on preschool children’s academic performance. For the first objective, children with a balanced diet performed far better (M = 3.60) than those without (M = 1.66), t (215) = 25.07, p < 0.001, with a very large effect size (d = 3.99). This confirms that diet is a enhances learners academic performance in pre-schools in Sironko District.

The Impact of Study Habits on Academic performance: A Meta-Analysis

/in /by

This meta-analysis investigates the relationship between students’ study habits and their academic performance across a range of educational levels and cultural settings. The study synthesizes findings from fifteen empirical studies selected through a systematic review of academic databases. These studies employed various research methodologies, including quantitative, qualitative, and mixed-method designs. They examined the impact of behaviors such as time management, note-taking, goal setting, and self-testing on academic outcomes. The analysis reveals a positive association between effective study habits and academic performance. However, the strength of this relationship varies depending on factors such as educational level, cultural background, gender, learning environment, and institutional support. While many studies report a significant correlation, others show weak or non-significant results, highlighting the complexity of this relationship and the influence of contextual variables. This meta-analysis underscores the importance of integrating structured study skills training into educational programs and developing targeted interventions tailored to students’ individual needs and learning contexts. The findings contribute to a deeper understanding of how study behaviors affect academic success and offer practical implications for educators, academic advisors, and policymakers aiming to enhance student learning outcomes.

Library Design and Academic Performance: Implications on Students’ Engagement

/in /by

Libraries play a crucial role in shaping students’ engagement and academic success, not only by providing access to resources but also through the quality of their physical environment. This study determined the influence of library design on students’ engagement and academic performance. A total of 252 first-year students enrolled in Academic Year 2024–2025 were selected using the Taro Yamane formula and random sampling. A descriptive-correlational research design was used, and data were gathered through a structured survey questionnaire. Descriptive statistics such as frequency, percentage, mean, and standard deviation were utilized, along with multiple regression analysis to examine relationships among the variables. Findings revealed that students rated the library design—specifically in terms of physical layout and organization, lighting and acoustics, ergonomics, technology infrastructure, and green spaces—as generally very good. Academic performance, measured through GPA, and library engagement, assessed through library visits, resource utilization, facility use, and program participation, both received most of the time ratings. Regression results showed that physical layout and organization, green spaces or nature integration, and lighting and acoustics significantly influenced student engagement. However, when taken in isolation, ergonomics, technology infrastructure and GPA did not show significant influence. The positive average rating for library design and engagement suggest that librarians implement programs and activities that leverage well-rated design features to further enhance student engagement.

Family Structure and its Impact on Cognitive Development in High School Students: A Critical Perspective

/in /by

This study critically explores the impact of family structure on the cognitive growth of high school students. Family structure plays a pivotal role in shaping the cognitive development of adolescents, influencing their academic performance, problem-solving abilities, and overall intellectual growth. With changing family dynamics globally, including nuclear families, single-parent households, extended families, and blended families, it becomes essential to understand how these variations affect cognitive outcomes during the formative high school years. The research adopts a mixed-methods approach, combining quantitative assessments of cognitive abilities with qualitative interviews to gain deeper insights into students’ experiences within different family environments.

The study reveals that students from stable family structures, characterized by consistent emotional support and effective communication, tend to exhibit enhanced cognitive abilities, including better memory retention, critical thinking, and adaptive learning skills. Conversely, students from disrupted or less cohesive family environments may face cognitive challenges due to stress, reduced academic engagement, and limited access to educational resources. However, the findings also highlight that family structure alone does not determine cognitive growth; factors such as socioeconomic status, parental education levels, and school support systems play significant mediating roles.

Management of School Finance in a Depressed Economy Society: Imperative for Academic Performance of Students in Selected Secondary Schools

/in /by

The study examined the management of school finance in a depressed economy in selected schools in Ado Local Government, Ekiti State.  The study examined academic performance of students. The study adopted descriptive survey research design. The study population comprised all private schools in Ado local government, Ekiti State. The sample consisted of 12 administrators, 60 parents and 240 students selected for the study through multistage sampling procedure using simple random and purposive sampling technique. Three instruments were used for the study titled “School Finance Management Questionnaire” (SFMQ), “Parents Methods of School Fees Payment Questionnaire” (PMSFPQ) and inventory for collection of data on students’ academic performance. The questionnaires were validated and tested for reliability by employing split-half method which yielded 0.83 and 0.85 for SFMQ, PMSFPQ respectively.  The study revealed that students’ academic performance was low. The study revealed that the majority of the school owners generate fund through loan, school fees and other grants. The study also found a significant relationship between depressed economy and academic performance of students. Based on the findings, it was recommended among others that government should see to the needs of private schools in terms of finance, since they pay tax to the government. This would reduce the burden of the parents and improve the performance of the students as well.

Intelligence Quotient and Academic Performance of Grade 7 Students: A Correlation Study

/in /by

Cognitive intelligence, often quantified as intelligence quotient (IQ), encompasses a range of mental capabilities including reasoning, problem-solving, and abstract thinking, which are critical for academic success. This study investigates the intricate relationship between IQ and academic performance, particularly among Grade 7 students in the School Year 2023-2024. Utilizing a quantitative descriptive research design, the study analyzed the academic records and admission test results of 199 students, employing the OLSAT Level F as a standardized measure of cognitive ability. The findings indicate a concerning trend, with a majority of students scoring below average on the OLSAT, highlighting significant areas for academic improvement. Furthermore, a notable correlation was observed between school type, general academic averages, and academic awards with OLSAT scores, suggesting that the educational environment and recognition of achievements significantly influence student performance. Interestingly, no significant differences in academic outcomes based on gender were found, emphasizing the need for equitable educational opportunities. The study recommends targeted interventions to support students struggling academically, focusing on enhancing critical thinking and problem-solving skills. Additionally, a comprehensive review of educational policies and practices is necessary to foster a nurturing learning environment for all students. By addressing these areas, educators and policymakers can work towards improving academic outcomes and ensuring that all students reach their full potential.

Assessment of the Relationship between Sleep Hygiene Practices, Quality of Life and Academic Performance among Medical Students at the University of Lusaka, Zambia

/in /by

Influencing daily functioning, mental well-being, and overall quality of life, sleep quality is crucial to human physiology. Medical students, facing intense academic demands, often grapple with sleep disturbances, impairing their performance. This study at the University of Lusaka delves into the relationship between sleep hygiene, quality of life, and academic performance, drawing insights from esteemed organizations like the Institute of Medicine Committee on Sleep Medicine and Research (2006) and the World Health Organization (1999). Alarming results show 44.23% of students had poor sleep, averaging 6.7±1.6 hours. These challenges affected attention and cognitive functions adversely. Urgent interventions focusing on sleep quality and overall well-being are imperative, promising improved attendance, attention, and academic accomplishments, nurturing a healthier learning atmosphere and holistic student growth. The main objective of the study will be to investigate the relationship between sleep hygiene practices, quality of life and academic performance of medical students at the University of Lusaka in Zambia. The study had a sample of 497 participants that included diverse young adults (32.2% aged 18-25, 59.4% aged 26-35) with balanced gender representation (40.8% male, 59.2% female). Highest participation was noted in the lower academic year, Year 111 (17.9%). Prevalent issues in sleep hygiene (irregular schedules – 49.3%, excessive daytime napping – 58.4%) and stress-related factors (60.2%) affected participants. Positive social satisfaction (43.3% rated as 4) and effective stress management (36.4% rated as 5) were observed. Burnout was common (75.9% sometimes, 16.7% frequently), highlighting the need for mental health support. Participants showed dedicated study habits (55.5% studied 4-6 hours daily) and achieved notable academic results (39.6% received B+ in previous exams). Interventions addressing sleep hygiene, stress, and mental health are crucial for enhancing well-being and academic success. In conclusion, this study sheds light on the critical issue of poor sleep hygiene among medical students at the University of Lusaka, revealing its detrimental impact on their academic performance. The findings underscore the urgent need for comprehensive interventions tailored to enhance students’ sleep hygiene and overall well-being.

Eating Habits and Academic Performance of College Students in a Private School

/in /by

This research investigated the eating habits of college students at St. Paul University Surigao and their potential impact on academic performance. This study employs a descriptive-quantitative research design to explore the tangible effects of eating habits on the academic performance of St. Paul University College students. It encompasses approximately 70% of undergraduate students from various academic departments at the institution. To gather data, a researcher-designed questionnaire was administered, and subsequent analysis utilized methods such as Frequency Count and Percentage, Mean and Standard Deviation, Analysis of Variance, and Pearson r. The most significant finding is the negative correlation between various eating habits and academic performance, indicating that students engaging in fuel, fun, fog, and storm eating habits tend to have lower academic performance. This highlights the potential impact of dietary choices on educational outcomes. The most relevant recommendation is to promote healthier eating habits among college students through comprehensive approaches that include nutrition education, increased availability of nutritious food options, and resources for stress management, as it directly addresses the negative correlation between eating habits and academic performance, impacting both students’ well-being and their educational outcomes. This study underscores the significance of nourishment in enhancing the overall well-being and academic achievements of St. Paul University Surigao students.

Classroom Management, Motivation and Academic Performance: The Perspective of Students in Business English Classes at Ba Ria-Vung Tau University

/in /by

This study applied self-determination theory to understand the roles of teacher’s behavioral control and care in student learning outcomes. The research explored the relationship between components of classroom management and academic performance via the mediating role of motivation to learn of students in Business English classes at Ba Ria – Vung Tau University. By applying qualitative research combined with quantitative research (mixed method), this research tested the relationship between classroom management (teacher behavioral control, teacher care), motivation to learn and academic performance. The research results indicated that teacher behavioral control and teacher care have positive relationships with motivation to learn and academic performance; motivation to learn is positively related to academic performance. In addition, motivation to learn plays a partial mediator role between classroom management and academic performance. Finally, the study proposed some implications for administrators and teachers in improving classroom management to increase the motivation to learn and the academic performance of students in Business English classes at Ba Ria – Vung Tau University.

Examining Factors Affecting Curriculum Implementation in Achieving High Academic Performance in Malawi – A Case Study of Kadzakalowa Community Day Secondary School (Ntcheu)

/in /by

This study examines the factors affecting curriculum implementation in achieving high academic performance in Malawi, with a specific focus on Kadzakalowa Community Day Secondary School in Ntcheu. The study employs a qualitative research design, using interviews and observations to collect data from teachers, students, and school administrators. The study aims to identify the challenges and opportunities associated with implementing the curriculum, explore the strategies that teachers and school administrators employ to ensure successful curriculum implementation, and determine the impact of curriculum implementation on student academic performance. The findings provided an insights into the factors that contribute to successful curriculum implementation in Malawi and offer recommendations for improving curriculum implementation in the country. the study review also that thus factors, Lack of resources, Lack of qualified teachers, Poor students motivations, Lack of school fees, Poor curriculum implementation, Poor motivation of teachers, Poor administrative leadership and Long distance were factors affecting curriculum implementation in achieving high academic performance in Malawi at Kadzakalowa Community Day Secondary School in Ntcheu.