Leadership Strategies for Improving Student Academic Performance in Senior High Schools in Ghana (Published)
School improvement depends not only on identifying performance problems but also on determining which leadership strategies are most likely to strengthen teaching and learning in context. This study examined leadership strategies that can improve students’ academic performance at St. Michael’s Senior High School in Birim North District, Ghana, and assessed the relative importance of school based improvement strategies identified by students. The study adopted a quantitative approach and an ex post facto design. A sample of 285 Form 2 students was selected from a population of 1,100 students through lottery sampling. Data were collected using a structured questionnaire with a Cronbach’s alpha reliability coefficient of .84 and analysed through frequencies, percentages, weighted mean indices, and standard deviations. The findings showed that the highest ranked improvement strategies were the organisation of educational field trips, provision of training for teachers and the headmaster, adequate supply of teaching and learning materials, and building cordial relationships among teachers, the headmaster, and students. Other relevant strategies included varying leadership style, respecting teachers’ views in decision making, delegating responsibilities, training teachers to accept supervision, conflict resolution, and establishing a disciplinary committee. The study concludes that students perceive school improvement as a whole school leadership task rather than a narrow administrative function. Effective improvement strategies in this context combine instructional support, experiential learning, resource provision, positive relationships, participatory leadership, and behavioural order. The study contributes context specific evidence from Ghana and shows that academic improvement is most likely when school leaders combine accountability with support, resources, collaboration, and learner centred strategies.
Keywords: : Academic Performance, Ghana, School Improvement, Senior High School, leadership strategies, student perceptions
Japanese University EFL Student Insights on the Emerging ChatGPT Phenomenon (Published)
This study explores the perspectives of Japanese university students studying English as a foreign language (EFL) on the use of generative artificial intelligence (GenAI), with a specific focus on the ChatGPT model, for academic assignments. Through qualitative analysis of data collected from three participants engaged in writing and discussion assignments, themes such as efficiency, reliability, ethics, EFL utilization, and unique insights are examined. Drawing on contemporary literature, the research focuses on the broader context of the emerging influence of GenAI in education. Insights from student perspectives reveal complex attitudes toward the use of ChatGPT. Despite reported efficiency gains, concerns about reliability, ethical implications, and the need for human oversight emerge prominently. The study also delves into the multifaceted role of GenAI in EFL learning, showcasing its potential as a language learning aid. The paper underscores the necessity for ongoing dialogue and critical reflection among educators and students to navigate the evolving landscape of AI integration in education, ensuring ethical and pedagogically sound practices. As GenAI continues to shape educational paradigms, understanding student perspectives and addressing their concerns is imperative for fostering responsible and effective utilization of AI technologies in academia.
Keywords: Artificial Intelligence, ChatGPT, Japanese EFL students, Pedagogical practices, student perceptions