Impact of the prior school environment on academic achievement of students at the secondary stage in Punjab (Pakistan)

This study investigates the impact of the prior school environment on academic achievement of students at the secondary stage in Punjab (Pakistan). School environment is a very important school resource input. All the indicators of school environment collectively produce an academic environment that is helpful for the student achievement. The present school environment of a session is the prior school environment for the next session. Therefore, this study used mean of the prior five years results of SSC examination. Population of the study comprised all secondary and higher secondary schools and secondary students in Punjab. Overall, a total of 288 schools, and then 20 students from each school were randomly selected as the sample of the study. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Pearson correlation was used to find out the relationship (association) of the prior school environment with academic achievement. Furthermore, Stepwise Regression analysis with linear function was used to find out the differential impact (causal-relationship) of the prior school environment on academic achievement. The results of the study show that the prior school environment is an important predictor of academic achievement for arts students; however, it has some insignificant positive impact on academic achievement of science students. The insignificant and weak causal-relationship for science students may be improved if the indicators of school environment are properly defined and improved up to the higher standards. Prior school environment is very helpful in producing the present school environment. In this way, both the present and the prior school environments are important. The policy implications of the study are that the prior school environment provides the accelerating or the declining trend of academic achievement of students.prior school environment; relationship (association); impact; academic achievement;

Prior achievement is the indicator of use of school resources and the predictor of academic achievement in Punjab (Pakistan)

This study investigates whether prior achievement or the prior ability is the important indicator of the use of school resource inputs and the predictor of academic achievement at secondary level in Pakistan. Prior achievement is the cumulative function of all the current and prior resource inputs i.e. family inputs, SES, peers' effect and SRIs. Prior achievement is an indicator of learning or an aptitude to learn and use the SRIs effectively. Population of the study comprised all secondary and higher secondary schools and secondary students in Punjab. Overall, a total of 288 schools, and then 20 students from each school were randomly selected as the sample of the study. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Pearson correlation was used to find out the relationship (association) of prior achievement with the academic achievement. Furthermore, Stepwise Regression analysis with linear function was used to find out the differential impact (causal-relationship) of prior achievement on the academic achievement. The results of the study show that the prior achievement has a significant differential impact of prior achievement on academic achievement. It is derived that prior achievement plays a major role in producing academic achievement and that it is a very important predictor of academic achievement. The policy implication of this study is that is that students with the standard prior achievement must be ensured as the admission criteria at secondary stage. Likewise, this policy must be implied to all the levels of education

Impact of the prior school environment on academic achievement of students at the secondary stage in Punjab (Pakistan)

This study investigates the impact of the prior school environment on academic achievement of students at the secondary stage in Punjab (Pakistan). School environment is a very important school resource input. All the indicators of school environment collectively produce an academic environment that is helpful for the student achievement. The present school environment of a session is the prior school environment for the next session. Therefore, this study used mean of the prior five years results of SSC examination. Population of the study comprised all secondary and higher secondary schools and secondary students in Punjab. Overall, a total of 288 schools, and then 20 students from each school were randomly selected as the sample of the study. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Pearson correlation was used to find out the relationship (association) of the prior school environment with academic achievement. Furthermore, Stepwise Regression analysis with linear function was used to find out the differential impact (causal-relationship) of the prior school environment on academic achievement. The results of the study show that the prior school environment is an important predictor of academic achievement for arts students; however, it has some insignificant positive impact on academic achievement of science students. The insignificant and weak causal-relationship for science students may be improved if the indicators of school environment are properly defined and improved up to the higher standards. Prior school environment is very helpful in producing the present school environment. In this way, both the present and the prior school environments are important. The policy implications of the study are that the prior school environment provides the accelerating or the declining trend of academic achievement of students

Impact of the prior school environment on academic achievement of students at the secondary stage in Punjab (Pakistan)

This study investigates the impact of the prior school environment on academic achievement of students at the secondary stage in Punjab (Pakistan). School environment is a very important school resource input. All the indicators of school environment collectively produce an academic environment that is helpful for the student achievement. The present school environment of a session is the prior school environment for the next session. Therefore, this study used mean of the prior five years results of SSC examination. Population of the study comprised all secondary and higher secondary schools and secondary students in Punjab. Overall, a total of 288 schools, and then 20 students from each school were randomly selected as the sample of the study. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Pearson correlation was used to find out the relationship (association) of the prior school environment with academic achievement. Furthermore, Stepwise Regression analysis with linear function was used to find out the differential impact (causal-relationship) of the prior school environment on academic achievement. The results of the study show that the prior school environment is an important predictor of academic achievement for arts students; however, it has some insignificant positive impact on academic achievement of science students. The insignificant and weak causal-relationship for science students may be improved if the indicators of school environment are properly defined and improved up to the higher standards. Prior school environment is very helpful in producing the present school environment. In this way, both the present and the prior school environments are important. The policy implications of the study are that the prior school environment provides the accelerating or the declining trend of academic achievement of students

Mis-allocation of student teacher ratio, class size and per student expenditure leads to the wastage of school resource inputs and lower academic achievement: an issue of resource management

This study was conducted to find out the impact of student teacher ratio, class size and per student expenditure on the academic achievement of students at secondary stage in Punjab (Pakistan). Student teacher ratio, class size and per student expenditure are very important school resource inputs. The lesser student teacher ratio and class size, and the higher per student expenditure are very effective for producing higher level of academic achievement; however, it depends upon their proper allocation among schools. Population of the study comprised all secondary and higher secondary schools, secondary teachers and secondary students in Punjab. Overall, a total of 288 schools, then 20 students and 10 teachers from each school were randomly selected as the sample of the study. The study identified the student teacher ratio and class size through school profile proforma. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Stepwise Regression analysis with linear function was used to find out the differential impact of student teacher ratio and class size on the academic achievement. The study found that there is much variation and misallocation in student teacher ratio, class size and per student expenditure among schools. The study found that misallocation of student teacher ratio, class size and per student expenditure leads to the wastage of resources and lower level of academic achievement. Reduction in student teacher ratio and class size, and addition in per student expenditure are very expensive; therefore, policy can be decided considering the funds constraints. However, allocation of student teacher ratio, class size and per student expenditure can be equalized within the scarce funds. This equal allocation of these resource inputs may lead to the effective use of school resource inputs and produce higher level of academic achievement

Mis-allocation of student teacher ratio, class size and per student expenditure leads to the wastage of school resource inputs and lower academic achievement: an issue of resource management

This study was conducted to find out the impact of student teacher ratio, class size and per student expenditure on the academic achievement of students at secondary stage in Punjab (Pakistan). Student teacher ratio, class size and per student expenditure are very important school resource inputs. The lesser student teacher ratio and class size, and the higher per student expenditure are very effective for producing higher level of academic achievement; however, it depends upon their proper allocation among schools. Population of the study comprised all secondary and higher secondary schools, secondary teachers and secondary students in Punjab. Overall, a total of 288 schools, then 20 students and 10 teachers from each school were randomly selected as the sample of the study. The study identified the student teacher ratio and class size through school profile proforma. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Stepwise Regression analysis with linear function was used to find out the differential impact of student teacher ratio and class size on the academic achievement. The study found that there is much variation and misallocation in student teacher ratio, class size and per student expenditure among schools. The study found that misallocation of student teacher ratio, class size and per student expenditure leads to the wastage of resources and lower level of academic achievement. Reduction in student teacher ratio and class size, and addition in per student expenditure are very expensive; therefore, policy can be decided considering the funds constraints. However, allocation of student teacher ratio, class size and per student expenditure can be equalized within the scarce funds. This equal allocation of these resource inputs may lead to the effective use of school resource inputs and produce higher level of academic achievement

Mis-allocation of student teacher ratio, class size and per student expenditure leads to the wastage of school resource inputs and lower academic achievement: an issue of resource management

This study was conducted to find out the impact of student teacher ratio, class size and per student expenditure on the academic achievement of students at secondary stage in Punjab (Pakistan). Student teacher ratio, class size and per student expenditure are very important school resource inputs. The lesser student teacher ratio and class size, and the higher per student expenditure are very effective for producing higher level of academic achievement; however, it depends upon their proper allocation among schools. Population of the study comprised all secondary and higher secondary schools, secondary teachers and secondary students in Punjab. Overall, a total of 288 schools, then 20 students and 10 teachers from each school were randomly selected as the sample of the study. The study identified the student teacher ratio and class size through school profile proforma. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Stepwise Regression analysis with linear function was used to find out the differential impact of student teacher ratio and class size on the academic achievement. The study found that there is much variation and misallocation in student teacher ratio, class size and per student expenditure among schools. The study found that misallocation of student teacher ratio, class size and per student expenditure leads to the wastage of resources and lower level of academic achievement. Reduction in student teacher ratio and class size, and addition in per student expenditure are very expensive; therefore, policy can be decided considering the funds constraints. However, allocation of student teacher ratio, class size and per student expenditure can be equalized within the scarce funds. This equal allocation of these resource inputs may lead to the effective use of school resource inputs and produce higher level of academic achievement

Prior achievement is the indicator of use of school resources and the predictor of academic achievement in Punjab (Pakistan)

This study investigates whether prior achievement or the prior ability is the important indicator of the use of school resource inputs and the predictor of academic achievement at secondary level in Pakistan. Prior achievement is the cumulative function of all the current and prior resource inputs i.e. family inputs, SES, peers' effect and SRIs. Prior achievement is an indicator of learning or an aptitude to learn and use the SRIs effectively. Population of the study comprised all secondary and higher secondary schools and secondary students in Punjab. Overall, a total of 288 schools, and then 20 students from each school were randomly selected as the sample of the study. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Pearson correlation was used to find out the relationship (association) of prior achievement with the academic achievement. Furthermore, Stepwise Regression analysis with linear function was used to find out the differential impact (causal-relationship) of prior achievement on the academic achievement. The results of the study show that the prior achievement has a significant differential impact of prior achievement on academic achievement. It is derived that prior achievement plays a major role in producing academic achievement and that it is a very important predictor of academic achievement. The policy implication of this study is that is that students with the standard prior achievement must be ensured as the admission criteria at secondary stage. Likewise, this policy must be implied to all the levels of education

Mis-allocation of student teacher ratio, class size and per student expenditure leads to the wastage of school resource inputs and lower academic achievement: an issue of resource management

This study was conducted to find out the impact of student teacher ratio, class size and per student expenditure on the academic achievement of students at secondary stage in Punjab (Pakistan). Student teacher ratio, class size and per student expenditure are very important school resource inputs. The lesser student teacher ratio and class size, and the higher per student expenditure are very effective for producing higher level of academic achievement; however, it depends upon their proper allocation among schools. Population of the study comprised all secondary and higher secondary schools, secondary teachers and secondary students in Punjab. Overall, a total of 288 schools, then 20 students and 10 teachers from each school were randomly selected as the sample of the study. The study identified the student teacher ratio and class size through school profile proforma. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Stepwise Regression analysis with linear function was used to find out the differential impact of student teacher ratio and class size on the academic achievement. The study found that there is much variation and misallocation in student teacher ratio, class size and per student expenditure among schools. The study found that misallocation of student teacher ratio, class size and per student expenditure leads to the wastage of resources and lower level of academic achievement. Reduction in student teacher ratio and class size, and addition in per student expenditure are very expensive; therefore, policy can be decided considering the funds constraints. However, allocation of student teacher ratio, class size and per student expenditure can be equalized within the scarce funds. This equal allocation of these resource inputs may lead to the effective use of school resource inputs and produce higher level of academic achievement.prior achievement; student teacher ratio,; class size,; per student expenditure; academic achievement

Prior achievement is the indicator of use of school resources and the predictor of academic achievement in Punjab (Pakistan)

This study investigates whether prior achievement or the prior ability is the important indicator of the use of school resource inputs and the predictor of academic achievement at secondary level in Pakistan. Prior achievement is the cumulative function of all the current and prior resource inputs i.e. family inputs, SES, peers' effect and SRIs. Prior achievement is an indicator of learning or an aptitude to learn and use the SRIs effectively. Population of the study comprised all secondary and higher secondary schools and secondary students in Punjab. Overall, a total of 288 schools, and then 20 students from each school were randomly selected as the sample of the study. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Pearson correlation was used to find out the relationship (association) of prior achievement with the academic achievement. Furthermore, Stepwise Regression analysis with linear function was used to find out the differential impact (causal-relationship) of prior achievement on the academic achievement. The results of the study show that the prior achievement has a significant differential impact of prior achievement on academic achievement. It is derived that prior achievement plays a major role in producing academic achievement and that it is a very important predictor of academic achievement. The policy implication of this study is that is that students with the standard prior achievement must be ensured as the admission criteria at secondary stage. Likewise, this policy must be implied to all the levels of education.prior achievement; resource inputs; predictor, relationship (association); differential impact (causal-relationship); academic achievement