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Secondary School Students’ Study Lifestyles, and their Academic Achievement in Linear Programming: A Hermeneutics Phenomenology Approach

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  • Chrispine Mulenga Mwambazi

    (University of Zambia, Zambia)

  • Julius T. Vergara

    (University of Zambia, Zambia)

  • Rhea Joy D. Flora

    (University of Zambia, Zambia)

Abstract

Linear programming as a discipline is considered as difficult subjects among learners in the Nkeyema District, Western part of Zambia. The 16 math-enrolled secondary school students served as the responders. These respondents were selected using purposive sampling. This study will employ a qualitative research design. Using a qualitative research methodology, this study examines secondary school students’ study habits in linear programming. This design is suitable for the study as it facilitates the gathering of comprehensive data on students’ study lifestyles, which include study habits, time management, learning environments, and peer interactions. Higher levels of understanding and performance on linear programming is influenced by regular study schedules.

Suggested Citation

  • Chrispine Mulenga Mwambazi & Julius T. Vergara & Rhea Joy D. Flora, 2024. "Secondary School Students’ Study Lifestyles, and their Academic Achievement in Linear Programming: A Hermeneutics Phenomenology Approach," International Journal of Research and Innovation in Applied Science, International Journal of Research and Innovation in Applied Science (IJRIAS), vol. 9(11), pages 682-697, November.
    • Handle: RePEc:bjf:journl:v:9:y:2024:i:11:p:682-697
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