Vol 12 Issue 4 October 2024-December 2024

Abstract: The purpose of this study was to examine factors within the geographical location that may impact students' academic performance at ward secondary school in Rorya District, Tanzania. The study employed a mixed research approach, integrating both quantitative and qualitative methods to thoroughly explore the influence of ward secondary school geographical location on students' academic performance. The quantitative aspect utilized a non-experimental correlational design to assess the relationship between school location and academic outcomes, analyzing numerical data through questionnaires. In contrast, the qualitative component involved interviews to gain deeper insights into the issues affecting performance. A sample of 64 teachers and 6 school heads from Rorya District was selected using simple random and purposive sampling techniques, respectively. Data collection involved questionnaires in Kiswahili and in-depth interviews, both validated through pre-testing and ensuring reliability with multiple instruments. Analysis was conducted using SPSS for quantitative data and content analysis for qualitative data to provide a comprehensive understanding of the research question. The study identifies that factor such as the availability of educational resources, infrastructure quality, proximity of schools to homes, socio-economic conditions, and safety are critical in influencing students' academic performance in Rorya District. To improve outcomes, it is recommended to enhance these educational resources, strategically place new schools closer to communities, improve transportation options, and address socio-economic challenges through community support.

Keywords: Geographical Location, Students' Academic Performance and Ward Secondary School.

Title: An Examination of Factors with in the Geographical Location that May Impact Students' Academic Performance at Ward Secondary School in Rorya District, Tanzania

Author: Khalidi Matola

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 12, Issue 4, October 2024 - December 2024

Page No: 36-40

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Published Date: 11-October-2024

Abstract: Kenya aims to become an industrialized nation by 2030, and achieving Vision 2030 can be supported by focusing fundamentally on science subjects, including Biology. However, academic achievement in Biology has been below average, raising numerous concerns. This study, therefore, aimed to establish how classroom climate predict achievement in Biology among Form Three students in Juja Sub-County of Kiambu County, Kenya. This research aimed to address the poor Biology achievement of secondary school students in Form Three in the Juja area of Kiambu County. The study adopted the interactive learning theory by Vygotsky (1978). Correlational research design was also adopted. The study targeted all 4,000 Form Three students in Kiambu County. A purposive, stratified sampling method, together with simple random procedures, were utilized to select an appropriate sample size of 399 students. The following research tools were employed to gather information: the Student Classroom Climate Inventory (SCCI), and end-of-term examination scores in Biology to measure academic achievement in Biology. In this study, a pilot test was carried out in two secondary schools within the neighbouring Juja Sub County to ascertain the reliability of the research tools. Additionally, Cronbach's alpha was utilised to determine internal consistency. Construct, face and content validity of the research scales were ascertained through the guidance of the supervisors and experts in the educational psychology department. SPSS version 30 was employed in the cleaning, coding and analysing data whereby descriptive and inferential statistics such as Pearson correlation coefficient and multiple regression were generated for data analysis. Findings from the study indicates a negative and significant relationship between classroom climate and Biology achievement r (396) =-.103, p <.05. Further, classroom climate significantly predicted the achievement of female students than male students. Additionally, academic achievement was greatly influenced by an interactive classroom climate. The research outcomes strongly suggest that parents and teachers should engage in activities that sustain an interactive classroom climate. Further research is recommended to explore ways to sustain interactive, supportive, and respectful classroom climates to ensure higher achievement among students.

Keywords: Biology academic achievement, classroom climate, public secondary schools.

Title: Classroom Climate as a Predictor of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya

Author: Millicent Nyaboke Swanya, Dr. Oluoch James Ndege, Dr. Benjamin Koskei

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 12, Issue 4, October 2024 - December 2024

Page No: 24-35

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Website: www.researchpublish.com

Published Date: 09-October-2024

Abstract: This article explores the impact of corporate social responsibility (CSR) on the financial performance of Guangzhou listed companies, with a particular focus on investments in environmental projects, public welfare, and economic planning. Through data analysis of sample companies, it was found that companies that actively fulfill CSR perform better in financial performance, especially those that focus on investing in environmental improvement and public welfare projects. The research results indicate that CSR is not only a moral responsibility, but also a key factor in enhancing the long-term competitiveness of enterprises.

Keywords: Corporate Social Responsibility; Guangzhou listed companies; Environmental projects; Public welfare; Economic planning.

Title: The Impact of Corporate Social Responsibility on the Financial Performance of Guangzhou Listed Companies: Focusing on Environmental Projects, Public Welfare, and Economic Planning

Author: Zhao Cong, Josefine M. De Leon

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 12, Issue 4, October 2024 - December 2024

Page No: 17-23

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Website: www.researchpublish.com

Published Date: 08-October-2024

Abstract: The translation method has been an important aspect of teaching the English language, acting as one of the earliest techniques to aid language learning. This method involves translating between a learner’s native language and the target language and has developed through various educational changes. Historically, it has assisted students in developing vocabulary and grammar skills by offering a familiar linguistic reference. Even with the emergence of more immersive teaching strategies, like the communicative language teaching model, translation still holds value in certain learning environments. Supporters claim that it improves analytical skills, cultural awareness, and the ability to engage with complex texts. On the other hand, critics argue that excessive dependence on translation can impede the natural use of the language, especially in speaking and listening. This paper looks into both the advantages and drawbacks of the translation method in English language teaching, considering how technological developments, like translation applications and software, can enhance its use. By integrating translation into a well-rounded teaching approach, educators can provide a more comprehensive and effective learning experience that caters to the varied needs of students in multilingual settings.

Keywords: Translation in language teaching, English as a Second Language (ESL), English as a Foreign Language (EFL), pedagogical methods, communicative language teaching, linguistic competence, cultural awareness, vocabulary acquisition, grammar instruction, technology in language learning, translation activities, L1 use in L2 acquisition, student perceptions, teacher attitudes, future of language education.

Title: Translation as a Learning Method in English Language Learning

Author: Amani Hamad Ali al Shuwaib

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 12, Issue 4, October 2024 - December 2024

Page No: 6-16

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Website: www.researchpublish.com

Published Date: 03-October-2024

Abstract: This study aims at examining the influence of the teacher’s professional competency on students’ academic performance in secondary schools in Ifakara Town Council. The targeted population for this study consists of head of schools, teachers with more than six years of experience teaching basic subjects, and students across these schools. Sample size was 301 respondents. Purposive and simple random sampling techniques were used in selection of respondents. Questionnaires, interviews and focus group discussions were used in data collection. Collected data were analyzed using descriptive statistics and thematic analysis. The findings of the study reveals that high levels of subject knowledge, diverse instructional strategies, timely feedback, and a commitment to professional growth are crucial factors in enhancing student performance. The findings underline that teachers who demonstrate strong subject expertise and employ varied teaching methods effectively engage students, fostering a deeper understanding of the material. Additionally, teachers who provide constructive feedback and continuously develop their skills contribute to a positive learning environment, which is essential for academic success. Collaboration among educators, a solid grasp of pedagogical practices, and the ability to differentiate instruction further support improved student outcomes. Creating an inclusive classroom atmosphere and engaging in regular reflective practices are also vital for maximizing educational impact.

Keywords: Teachers Professional Competency, Students’ Academic Performance, Secondary Schools.

Title: The Influence of the Teachers Professional Competency on Students’ Academic Performance in Secondary Schools: A Study of Ifakara Town Council

Author: Abdallah Ahmed Mkanalile

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 12, Issue 4, October 2024 - December 2024

Page No: 1-5

Research Publish Journals

Website: www.researchpublish.com

Published Date: 02-October-2024