The Determinants of Students’ Academic Performance: An Empirical Analysis of Secondary Schools in Sindh, Pakistan

Nazir Ahmed Memon; Shakeela  Shah; Abdul Sattar  Almani

doi:10.52633/jemi.v5i1.253

Authors

Nazir Ahmed Memon University of Sindh Jamshoro, Sindh, Pakistan Author
Dr. Shakeela Shah University of Sindh Jamshoro, Pakistan Author
Dr. Abdul Sattar Almani University of Sindh Jamshoro, Pakistan Author

DOI:

https://doi.org/10.52633/jemi.v5i1.253

Keywords:

Academic Performance, Institutional Factors, Teacher's Factors, Students' factors, Secondary Schools, Pakistan

Abstract

A school is where a person’s dreams are visibly shaped, and the necessary skills are learned to make those dreams a reality. Thus, a school is viewed as a means to realize a nation’s vision, goals, and objectives. In this regard, a secondary level education is critical for making a person an informed and economic citizen. The main objective of this study is to identify and assess the impact of institutional, teacher, and student-related factors on the academic performance of students studying in government secondary schools in Sindh, Pakistan. The survey questionnaire was developed to collect the primary data from the headmasters, teachers, and students. The empirical results have yielded important insights into the perception of each of the three category respondents regarding what matters the most in improving students’ academic performance. Overall results on institutional-related factors depict that physical infrastructure does not play a significant role in boosting student performance in the view of headmasters and teachers. However, students still believe physical infrastructure matters to their academic performance. However, all the respondents considered it equally important to have adequate availability of educational and soft infrastructures for the student’s achievement. With respect to teacher-related factors, teachers’ qualifications and pedagogical skills are considered the most valuable features by all the respondents indicating that policymakers should hire qualified and experienced teachers in secondary schools and provide opportunities through which teachers can advance their academic qualifications and can update their subject content & methodological skills through training programs. Among student-related factors, students’ personal characteristics are perceived by teachers and students as the most influential factors that work well in enhancing students’ learning outcomes during the school period. The findings of this study carry practical implications for educational policymakers, academic practitioners, field researchers, and all other stakeholders interested in overhauling the quality of education in Sindh Province, Pakistan.

Author Biographies

Nazir Ahmed Memon, University of Sindh Jamshoro, Sindh, Pakistan

Faculty of Education HyderabadUniversity of Sindh Jamshoro, Pakistan
Dr. Shakeela Shah, University of Sindh Jamshoro, Pakistan

Assistant Professor, Department of Curriculum Development & Special Education, Faculty of Education Hyderabad, University of Sindh Jamshoro, Pakistan.
Dr. Abdul Sattar Almani, University of Sindh Jamshoro, Pakistan

Dean, Faculty of Education Hyderabad, University of Sindh Jamshoro, Pakistan

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