Covid-19 Vaccine and Scholastic Performance of Learners: A Perspective of Internal Stakeholders
Bibliographic record
Abstract
This paper interrogates the relationship between the availability of the Covid-19 vaccine and the impressive learner results in secondary schools. The paper resulted from diverse discourses, some of which emphasize that the prevalence of Covid-19 in the world has dampened schools' learning moods to the level of flooring learner performance. This paper is conceptual and empirical within the qualitative research paradigm. The question guiding this paper is: to what extent could secondary schools produce inspiring learner results through revelatory information on the availability of vaccination for Covid-19 sufferers? Narrative inquiry and interviewing techniques were used to collect data. Out of the population of 15 secondary schools in one of the circuits in Sekhukhune district in Limpopo Province, South Africa, 3 were conveniently sampled. In each of the 3 sampled secondary schools, only Deputy Chairpersons of the School Governing Bodies and Chairpersons of the Representative Council of Learners became research participants. Findings revealed that underrating the revelatory information of vaccine availability for Covid-19 sufferers was costly for schools. Secondly, failure to consolidate learner solidarity against Covid-19 to improve the quality of schooling life was a problem. Thirdly, the inability by schools to prevent passive teaching and learning through the utilization of the Covid-19 threat. Fourthly, the inability by secondary schools to apply Covid-19 threat to encourage overachievement by learners. Fifthly, inability by schools to push back the frontiers of mediocre performance by applying Covid-19 as a rallying point. Lastly, schools failed to utilize the prevalence of Covid-19 to keep pupils psychologically and developmentally ready for lessons. The researcher recommends applying the ebullient classroom environments to keep teaching and learning memorable, theatrical, and therapeutic, despite the prevalence of the Covid-19 pandemic.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.010 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".