NYAKATFO HIGH SCHOOL MINI RESEARCH PROJECT

RESEARCH TOPIC

The Academic Transition at Nyakatfo High School: The Pupils’ Perspectives

1.0 CHAPTER 1 - BACKGROUND OF THE STUDY

1.1 INTRODUCTION

Nyakatfo High School has a record of being one of the best performing schools in the rural areas in the Northern Hhohho.  This is supported by a report that was made by the minister of education when releasing the Junior Secondary (JC) results in 2016 where he said that the high achieving rural high schools includes Ebenezer, Duze, Mshengu, Mantambe, Nyakatfo and Free Evangelical High School (Sukati, 2016). This created curiosity for the researcher to investigate how the school has transformed learners in the process of education from form 1 to form 4.

1.2 PROBLEM STATEMENT

Students happen to come with STD 5 results that are not much good and the expectation is that the schools should transform them to become better in both JC and SGCSE regardless of how they were in STD 5. There was a need to investigate how that transformation happens in this high school and how students perceive the transition from primary schools to secondary and high school at this high school.

1.3 OBJECTIVES OF THE STUDY

The study might help to:

1.      Discuss the strength and weakness of the school as far as transforming students’ academic performances as they go through from JC to SGCSE.

2.      Analyze the strategies that best students use to make it in subjects that some students struggle on.

3.      Describe how the school has managed to transform the current form 4 students that went through the process of the school from form 1 to form 4.

4.      Give an analytical statistics of the performance of the school in transforming students’ results.

5.      Explain the practices that help pupils to do better and some recommendations they have which can help them to do better.

1.4 SIGNIFICANCE OF THE STUDY

The study may help other researchers to understand the experiences and practices of schools that help pupils to perform better. Since every school wants to know how best they can improve to achieve obtaining best results through transformation of pupil’s results from worse to best. The study may also be handful to other researchers who want to study the same phenomenon in different schools thus inform more about teaching and learning in different schools around Eswatini and beyond.

1.5 HYPOTHESIS

Nyakatfo High School transforms pupils academically from form 1 to form 5. This study was to prove  the authenticity of this hypothesis with the results of the findings and the chemistry behind its success from the point of view of the pupils.

1.6 THE LIMITATION OF THE STUDY

As the researcher is part of the staff members, there were possibilities that pupils were to be uncomfortable to share more personal challenges that they face with some teachers for the fear of victimisation. This was overcome by being as flexible as we could and assuring them about the confidentiality of the information they will give. They did not write their names to the personal questionnaire to affirm the researcher's commitment to confidentiality of the information they gave.

2.0 - CHAPTER 2 - LITERATURE REVIEW

Since government has adopted the Free Primary Education (FPE) in 2005, the government had shown much commitment to ensure equal opportunities to all Swazi children. We have special cases of pupils who dropped out of school due to lack of funds (Khumalo, 2013). The HIV and AIDS pandemic have worsened the situation by stealing bread winners to many family members. The great migration of pupils to school due to FPE has brought curiosity to many about the quality of education to be offered to those Swazi kids. Even after that, we have realized best performing pupils even in rural areas like Nyakatfo High School which is my focus of study for this research.

Schools like Evelyn Baring High falls under the best performers in the kingdom, this is attested by their motto; EXCELSIOR. The information does not give us more of what really are they doing so well to make them stay on top of the league (EduCare, 2018). In another note, Pressreader (2017) wrote an interesting article about one of the best performing school in the Northern Hhohho called Timphisini High School. The article reveals the principal of the school Mr. Sifiso Maseko bringing a tip of their success iceberg that their main focus on student centred learning including supporting afternoon studies has yielded good results for them as the school. The articles do not give us the gist of the matter behind the success stories of those schools. There is therefore a gap that is worth an inquiry where we will identify and discuss the processes from the point of view of pupils as far as academic excellence is concerned.

3.0 CHAPTER 3 - METHODOLOGY

3.1 DATA COLLECTION PROCEDURE AND INSTRUMENTS TO BE USED

Data collection tools were personal questionnaires which were given to every form 4 student to write for statistical purposes. Pupils were to respond to personal questions by writing. A focus group dialogues was also used to a sample of a group that forms more than half of the form 4s who have gone through the stages of education (from form 1-4) at Nyakatfo High School. They were engaged in a dialogue and shared their experiences since form 1 in the school. An open ended questionnaire was  used to collect data for the research. A recording device was also be used to record the focus group discussion to be used when writing the project with the consent of the pupils and the school administration.

CHAPTER 4.0 - DATA PRESENTATION AND ANALYSIS

4.1 ACADEMIC TRANSITION OF PUPILS FROM STD 5 TO JC

Nyakatfo High School has managed to produce the best results since it started operation in January 2011. The school usually accept all pupils regardless of the result they got in STD 5. They accept from third Class to Merits but in most cases the school receive minimal of merits. The school has managed to transform the pupils’ results by accepting a group without merits and produce merits in JC. This shows the school’s ability and success in shaping the future of the young stars. In the group we have interviewed in this research we found the remarkable transition of pupils’ academic performance. The third classes that were accepted from STD 5 were reduced and the second classes were also reduced but an increase with first classes and a new record of merits which were not accepted in STD 5.

The graph below shows the academic transition in Nyakatfo High School from form 1 to form 4.

 
The graph shows a great improvement in the academic transition of pupils.

 

THEME 1. FAILING RATE BETWEEN FORM 1 AND FORM 4

The report also shows a great increase of failures between form 1 and form 4 in the school. There is a small difference between those who have failed at least once from form 1 to form 4. But it is worth noting that the rate of those who pass is higher than those who fail.

 

  

The above pie chat shows that there is 53% of pupils who have failed at least once from form 1 to form 4. The most failed class being form 2 with 47% followed by form 1 with 35% and form 4 with 18%. Form 3 is not commonly failed since the study does not show anyone who has failed form 3 in the group. This is a good indicator for a positive transition.

 

THEME 2. DROP OUT RATE

The school dropout rate remains the best. It is remarkable. There are few pupils who drop out in Nyakatfo High School. It is a positive indicator that shows that the school is conducive for learners.

The above graph shows the dropout rate in the school.

It is worth an observation that there is a very few dropout rate in the school which the school has to trace and see how it can deal with it to be sure that pupils stay in school until they leave with their SGCSE Certificates.

THEME 3. BEST PERFORMED SUBJECTS

The worry of every school administration and teachers is which subjects are best performed and which are not. For those which are not well performed, pupils have expressed themselves as to what makes them to perform better in those subjects. Those subjects are Religious Education, Biology, siSwati and Agriculture.

The above graph shows the levels of challenges from subjects offered by the school.

When pupils were asked what makes it easy with these subjects, they said these subjects are most related to their day to day lives. “These subjects are more practical” some said, it makes it easier to understand. Another one said these subjects have been done in JC which makes them to be familiar to them. They said the teaching aids used also go an extra mile to enhance their comprehension. They also said the feedback from teachers helps them to be corrected early that going a long way with mistakes. This includes classwork’s and quiz which is marked and corrected.

THEME 4. CHALLENGING SUBJECTS

This part is so crucial where we look closely to subjects that are giving pupils high time in their day to day learning. The most challenging subject is Mathematics which is double the second challenging subjects. The second being English Language and Literature, siSwati and the focus group discussion points out Physics and Chemistry as most challenging but statistics from individuals does not show much of the sciences. Students denote that their attitude towards these subjects is a thorn to their flesh.

The first one is that English is a foreign language. It also kills them to fail to go an extra mile in enhancing their English for example not reading much English material like novels to improve their vocabulary. So they have pointed out that they think they will do English better when they are restarting. So, they stop focusing much on it and spare it for restarting or upgrading. Another strong point is that teachers for English Language are changed every now and then. “they say when they try to understand the concept of this one, the next comes with a new one which then confuse us some said, Sibese siyadideka (we get confused). For example, this group that was interviewed has changed 5 English teachers more than any other subject.

For Mathematics and Science, they are the attitude towards the subjects. They say it is their attitudes that they are difficult subjects. They also lack the art of giving themselves more practice. They also pointed out that the pride of asking in class or other pupils. The re-starters give them a very high competition which makes them to feel dull for asking what seems so easy for them. The use of calculators also kills them when it comes to the paper that does not require its use like paper 1 of Mathematics. The copying of homework from others also kills the spirit of measuring understanding. Those who have copied are assumed to have understood the equations only to find that they have cheated themselves. Pupils recommend class works than home works since home works are subjects to copying.

 

THEME 5. ATTITUDES OF PUPILS TOWARDS THE SCHOOL AND TEACHERS

Pupils see their teachers as good role models. This is attested by some wishing to be like them in many ways. They think that the school is also the best institutions though it still lacks fundamental facilities like the Science laboratory for practical part of their learning which can improve their performance in the sciences subjects like Chemistry. They alluded to the fact that some teachers would come to class with personal stresses and be hard on them which then create an attitude towards the teacher which then lead to the suffering of academic performances. They also denote that they are kids like any other kid out there with mistakes and therefore deserve a chance after mistakes and not be treated like criminals or bad kids since it then corrupts their attitudes towards themselves and make them to look at themselves as bad kids who will not make it in life like some use to say. “Teachers do not need to give up on us no matter what because we are an empty vessel that the devil also wants to fill up with evil, so they have to force the good in us and chuck out the bad” said one of them.

 

THEME 6. GAPS WHERE PUPILS NEED HELP

The study reveals that pupils need some guidance in study methods. Some say they do not know how to study at all. They just read those few minutes without grasping much. It also reveals that some pupils feel the need to be monitored closely by teachers. They say they might be passing but not the best expected performance so in that regard they need to be called to task or have a teacher talking to them because it is commonly due to some factors like relationships, and other life stresses that they face as children be it from home or academic related. The science laboratory as mentioned earlier on remain a challenge in as far as better performance in Chemistry and other science subjects that need practical or experimental for better understanding.

 

THEME 7. INSPIRING SCHOOL PRACTICES

i)                   Prizes and awards

The prizes that the school use go an extra mile in inspiring them. It makes it possible for them to compete with their peers and makes them to work harder in their school work. One of the pupils said the awards “ayasikhutsata kakhulu” (meaning the awards are a great motivation)

ii)                 Career Day

This practice has been applauded by the group as one of the greatest engine that makes them to improve. Bringing former pupils who have gone through our similar conditions like theirs and braved it all to colleges and universities ignite the hope for making it to the pupils too. It is one of the practices which has worked so well to raise the standard according to them. The successful people who are invited to speak to them also help so much. Their attitudes are reshaped and focus is framed after such events.

iii)               High discipline

The school has set a high pace since it started, so the pupils are working under pressure to maintain of do better. The discipline in the school is one of those key factors that the pupils have pointed out as the positive indicators of the performance they have experienced since they got to form 1 in the school. One of them said “bothishela abachubeke basikhutsate nje kakhulu sitophasa” (meaning let teachers continue motivating us with discipline so that we can pass).

 

THEME 8. PUPILS RECOMMENDATIONS

i)                   Homework vs classwork

Pupils reveals that the use of homework has a number of disadvantages. Some use to copy from their relatives who go to other schools or ask some people at home to write for them their homework. This makes it hard for teachers to identify learning difficulties with pupils. “Therefore, we realize the importance of classwork since it tests the learner there and then and does not open room for copying” said some of the pupils during the focus group discussion.

 

ii)                 Performance monitoring

Rather than looking at classroom performance, pupil points out the essence of monitoring individual performance. This includes an improvement from worse to better though one has not reached the high tides. Such motivation can help a lot rather than praising a few who scoop top positions always and neglect great improvers in particular subjects for example, in character, late coming, from position 20 to 5 for example.

 

iii)               Articles and events reporting

There are a number of activities that take place in the school like sports news, culture days, trips which have rich reports that need the skill of reporting and critical analysis. Pupils suggested some platforms by the English departments where they can report in written forms about such events and best articles be placed in the school notice boards for reading. Some coaching from English teachers or even journalists as far as moulding them in that critical writing skills. Critical skills like a critical commentary about pupil who left school, effects of love affairs within school, how school so and so lost their match to count a few. Such can make pupils to be critical thinkers which is a skill that most subjects need and also enhance the English vocabulary and understanding to pupils.

iv)               Oral presentation during assembly

Many students have shown a great concern about their challenge when it comes to oral tests in English. When asked how that can be worked out, some suggested the use of morning assembly presentations which must not be a platform to mock but enhance the skill of public speaking and fluency. This includes some morning dialogues and debates which foster the skill of expressing one’s self and fluency in speaking English.

 

CHAPTER 5.0 - PERSONAL FINDINGS AND RECOMMENDATIONS

Form the above dialogue with students and results analysis of the respondents, I can articulate that the school is capable of producing best results. It is producing best grades from their intakes and is able to transform their results for the better. The teachers are said to be committed and supportive to the students and they are disciplined. The school has good practices that includes career guidance and prize days. That gives them the chance to interact with the reality outside the world and inspire them to become better.

However, there is room for reinforcement here and there. Students posits that there are other activities that need to be done to fully engage them so that they can do even better. These includes the debates and assembly presentations for confidence and improvement to their struggle with English Language.

Mathematics remain the key Goliath in the school. From the group that I have interviewed, I found that more than 90% of them have a challenge with the subject. The school has to articulate and design long term solutions to the subject difficulty to learners or their attitudes towards it.

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APENDICES I - PERSONAL DATA COLLECTION QUESTIONNAIRE

        1. GENDER (Male) (Female)

        2. POSITION OBTAINED IN STD 5. (Merit) (First) (Second) (Third)

       3.  POSITION OBTAINED IN JC. (Merit)(First)(Second)(Third)

       4.  HAVE YOU FAILED IN ANY CLASS SINCE FORM1? (YES)(NO)

        5. IF YES, WHICH CLASS DID YOU REPEAT? (Form1)(Form2)(Form3)(Form4)

        6. HAS THERE BE ANYTIME WHEN YOU WERE NOT AT SCHOOL SINCE YOU STARTED SCHOOLING AT NYAKATFO HIGH? (YES)(NO).

APENDICES II - FOCUS GROUP DISCUSSION QUESTIONNAIRE

 1. WHICH SUBJECTS ARE YOU PEFORMING SO WELL ON?

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 2. WHAT DO YOU THINK MAKES YOU TO PERFORM BETTER ON THEM?

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 3. WHICH SUBJECTS GIVES YOU A CHALLENGE?

……………………………………………………………………………………………

4. WHAT DO YOU THINK MAKES YOU TO STRUGGLE WITH THOSE SUBJECTS?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. WHAT MADE YOU CHANGE FOR BETTER OR WORSE OR GET THE SAME RESULT THAT YOU GOT IN STD5 IN YOUR JC?

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6. HOW IS THE SCHOOL AS FAR AS SHAPPING YOUR FUTURE IN THE PAST 3 YEARS IN THE SCHOOL AND WHY?

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7. WHERE DO YOU THINK YOU NEED SUPPORT TO PERFORM BETTER IN YOUR SGCSE NEXT YEAR?

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REFERENCES

Khumalo, T. F. (2013). “Effective Delivery of Public Education Services”.

Machin, S., McNally, S., Meghir, C. (2010). Journal of the European Economic Association.

          Improving Pupil Performance in English Secondary School, Excellence in Cities.

          Accessed March 3, 2018 https://doi.org/10.1162/154247604323068087

Sukati, S. (2016/01/28). Times of Swaziland: “Rural form vs beat urbanities”

EduCare, “Evelyn Baring High School: Nhlangano, Shiselweni.” Accessed March 30, 2018

          http://mtneducare.co.sz/schools/view.php?id=12

Pressreader, (2017). “Studying in our secret to good results” accessed March 20, 2018

          https://www.pressreader.com