The study explored the psychosocial challenges and their effect on the academic pursuit of 196 Senior High School students in the Nanumba North Municipality of Ghana using the concurrent mixed method design. Structured questionnaire and an interview guide were employed to gather both quantitative and qualitative data. Stratified random sampling technique was used to enrol 196 respondents for the study. Quantitative data was analysed using independent samples t-test and simple linear regression while the interview data was analysed thematically with verbatim quotes to buttress issues as they emerged. Findings revealed that stress, depression, anxiety, aggression, bullying and hyperactive behaviours, poor self-concept, poor self-esteem and lack of confidence were psychosocial challenges confronting Senior High School students in the said district. No significant gender difference, in terms of psychosocial challenges among students, was found. However, psychosocial challenges significantly affected the academic pursuit of these students. It was recommended that management of Senior High Schools, in collaboration with counsellors in the Municipality, should be proactive in identifying students who are faced with psychosocial challenges and offer them the necessary counselling they need in order to facilitate their maximum adjustment in school.

Classroom questioning is one of the commonly used teaching methods in university mathematics teaching, but many questions have problems such as single format, low student participation, and unreasonable arrangement of the difficulty of the questions. This paper studies the current situation and problems of questioning in the college mathematics classroom. This paper studies the current situation and problems of questioning in the college mathematics classroom. Through the exploration and analysis of the actual classroom phenomenon, this paper gives the improvement measures to improve the effective questioning in the college mathematics classroom, and provides theoretical reflection and practical help for the overall improvement of college classroom teaching level.

The problem of low commitment of science teachers in Ogun State, Nigeria has been an issue of serious concern. Perhaps factors such as demographic indices of teachers could be responsible but have not been given adequate attention in literature. This study was carried out to investigate demographic indices as predictor of science teachers' job commitment in Ogun state. Four objectives consisting of two research questions and two hypotheses guided the study. Descriptive research design was employed. Study population included 172 principals and 2,617 science teachers. Sample of 90 principals and 882 science teachers were used. Researcher-constructed questionnaires titled "Demographic Indices and Teachers' Job Commitment Questionnaire‘(DIQ)’ ‘(r = 0.79)’and (JCQ)" (r = 0.82) were used. Descriptive and inferential statistics were used to analyze data. Results showed poor (bad) good teaching experience (x̅ = 2.785) and professional competence (x̅ = 2.625) and low level of science teachers' commitment to their job (x̅ = 2.104). Results also showed significant joint contribution of demographic indices on science teachers' job commitment (F3, 86 = 3.019). Furthermore, the predictors that had individual significant influence on science teachers' job commitment are good teaching experience (β = .191; t = 3.121) and professional competence (β = .169; t = 3.132) in public secondary schools in Ogun State. It was recommended among others that educational stakeholders should try their best possible to improve demographic indices in order to increase science teachers' job commitment.

The teacher is the main component that determines the quality of the education process. Therefore, teacher performance becomes the main aspect that is of concern to everyone. In this case, the principal has an important role as the spearhead to improve teacher performance. This can be done through his leadership which can create a conducive work culture and create a good working environment. This study aims to describe and analyze: (1) Principal transformational leadership, work culture, work environment and teacher performance; (2) the influence of transformational leadership on work culture; (3) the influence of transformational leadership on the work environment; (4) the influence of transformational leadership on teacher performance; (5) the influence of work culture on teacher performance; (6) the influence of the work environment on teacher performance; (7) the influence of transformational leadership on teacher performance through work culture; (8) the influence of transformational leadership on teacher performance through the work environment. This research uses descriptive-quantitative research method. The number of samples in this study were 115 teachers. The data collection instrument is a questionnaire that has fulfilled the validity and reliability test requirements. Analysis of the data to test the hypothesis using path analysis. Based on the results of this study it was found that there is a direct influence of: (1) principal transformational leadership on a work culture of 0.832, (2) principal transformational leadership on a work environment of 0.957, (3) principal transformational leadership on teacher performance of 0.847, ( 4) work culture on teacher performance of 0.752, (5) work environment on teacher performance of 0.798, (6) indirect influence of principal transformational leadership on teacher performance through work culture of 0.626, (7) principal transformational leadership on teacher performance through work environment of 0.762. The conclusion of the research is that there is an influence of the principal's transformational leadership, work culture and work environment on the performance of public high school teachers throughout the city of Banjarbaru. It is recommended for principals to optimize the role of leadership through transformational leadership in order to improve work culture, work environment and teacher performance. Teachers are expected to always improve their performance, especially in the teaching and learning process.

This study aims to describe parenting patterns, family socioeconomic status, language skills and social development of children and analyze the effect; (1) Parenting patterns for children's language skills; (2) Family socioeconomic status on children's language skills; (3) Parenting patterns on children's social development; (4) Family socio-economics on children's social development; (5) language skills on children's social development; (6) Parenting patterns through language skills on children's social development; (7) Family socio-economics through language skills on children's social development. Using this type of quantitative research with research samples totaling 155 children with an age range of 5-6 years. The results of the study show: (1) that people's parenting tends to use democratic parenting, Family socioeconomic status tends to be in the moderate category, children's language skills and social behavior are classified as starting to develop, there are influences: (2) parenting patterns on children's language skills are 0.223; (3) family socioeconomic status on children's language skills is 0.170; (3) parenting on children's social development is 0.188; (4) family socio-economics on children's social development by 0.199; (5) language skills on children's social development by 0.183; there is no direct influence: (6) parenting through language skills on children's social development; (7) socio-economic family through language skills on children's social development.

Teacher’s Work Performance is the main factor in learning process, in other word, when there is an improvement in the quality of education, it cannot be separated from the teacher’s role as the main factor in the whole educational process. There are a lot of factors that has important roles in giving contribution to this work performance, for example: Transformational Leadership factor, Work Environment, and Job Satifaction. The purpose of this study was to analyze the direct and indirect relationship between Principal Transformational Leadership, Work Environment, Job Satisfaction with Teacher Performance at Public Elementary Schools in Mataraman District, Banjar Regency. This study uses a descriptive-quantitative research method. The number of samples used for this study is 118 teachers. The instrument for data collection is questionnaire that already fulfills the requirement of validity and reability test. The data analysis for testing the correlations in this study uses Path Analysis (Analisis Jalur). According to this study, it is shown that there is a direct correlation between: (1) principal’s transformational leadership and teacher’s work performance by 0.479, (2) principal’s transformational leadership and job satisfaction by 0.506, (3) work environment and teacher’s work performance by 0.588, (4) work environment and job satisfaction by 0.633, (5) job satisfaction and teacher’s work performance by 0.627, (6) principal’s transformational leadership and teacher’s work performance through job satisfaction by 0.317, (7) work environment and teacher’s work performance through job satisfaction by 0.397. The conclusion of this study is that there is a correlation between Principal’s Transformational Leadership, Work Environment, Job Satisfaction and Teacher’s Work Performances at State Elemantary Schools in Mataraman District, Banjar Regency. It is recommended for the Principals that this research can be used as an input for a consideration to improve and increase the leadership behavior/role at school in order to make an improvement in work environment either physical or non-physical, job satisfaction which will have effects to the improvement of teacher’s work performance. For the teachers, it is expected that this study can be a self-reflection and as an input to create a profuctive working environment, improve job satisfaction and work performance.

This study investigated the effect of peer assessment in Oral English achievement of senior secondary school students in Bayelsa State and the moderating influence of learning style. The study used the quasi-experiment research design. The population for this study consisted 24,769 senior secondary school II students in Bayelsa state. The sample for this study consisted of 360 senior secondary school students in class 2 (SS2) of public secondary schools in Bayelsa State, Nigeria. Two instruments were used for the study. They were the ‘Oral English Achievement Test (OEAT)’ and the VARK Questionnaire. “The Oral English Achievement Test (OEAT) contained 25 standardized multiple choice items and was marked over 100. On the other hand, the VARK scale was a multivariate instrument with four subsections that measured the student’s method of learning. It was composed of 32 items with 8 items in each sub-sections. Face and content validity of the instrument was determined by giving it to three experts in Measurement and Evaluation specialty in the Department of Educational Psychology, Guidance and Counselling in University of Port Harcourt. Reliability of the instrument was determined using KR20. After analysis, a reliability coefficient of 0.79 was realized indicating that the instrument was highly reliable. On the other hand, the reliability of VARK was established using Cronbach Alpha method of reliability with an index of 0.80. Mean, standard deviation, and, paired sample t-test and ANCOVA were used to analyze the data. Findings revealed that there is a significant difference in achievement of students in peer-assessment group (p=0.001<0.05). Based on these finding, it was recommended among others that student should be encouraged by the classroom teacher to carry out peer-assessment from time to time since it has been seen that it improves the achievement of student especially in oral English.

Background: The adoption of digital resources and tools at the secondary level has been a popular strategy for improving student engagement and achievement. In rural and semi-urban districts such as Osmanabad, in Maharashtra, the use of technology like smartboards, e-learning, and the blended classroom model is an indication of the educational opportunity and systemic challenge at the same time. This research aims to understand how these tools impact students’ learning within the context of the localized educational and infrastructural realities of the area. Objective: This study aimed to explore the academic influence of three main digital interventions, viz, smartboards, e-learning apps, and blended classrooms in the secondary education of students (Grades 9-10) in the Osmanabad District. It attempted to determine the effectiveness of these tools and the contextual factors that mediated their success, including the accessibility, teacher facilitation, and student motivation. Methods: Using a qualitative-descriptive method, data were generated via semi-structured interviews with 10 teachers and 80 students, and 6 non-participant classroom observations in 6 schools. The method of thematic analysis was adopted to aggregate repetitive patterns and draw an interpretive understanding. Results: It shows the smartboards facilitated concept applications and active student participation, especially in Mathematics and Science. E-learning applications were valuable to students as they enabled self-based learning, albeit constrained by access deprivation. Mixed classrooms proved to be the best model, mixing flexibility with ongoing contact with the teacher. Yet digital inequity, poor infrastructure, and differences in pedagogical preparedness determined these on the whole. Conclusion: In summary, digital learning tools have the potential to significantly boost academic outcomes, but the payoff is greatest when the tools are pedagogically integrated, equitably available, and supported by trained educators. The findings of this study have implications for policy interventions that need to strike a balance between the advancement of technology and human-centred support for learning, particularly in underprivileged areas such as Osmanabad.