IOSR-JBM   Volume-17 ~ Issue-5 ~ May-2015

Abstract: The study investigated the differences in performance in mathematics between students who study through boarding schools and those who study through non boarding schools in the province of Manicaland. The period that was examined by the researchers was at least ten years after obtaining political independence. The seven districts of Manicaland were compared on ten variables. The study revealed that students who studied through boarding schools outperformed their colleagues who studied mathematics through non boarding schools. The study concluded that the differences in performance were due to the better study atmosphere at boarding schools. The students at boarding schools also had adequate resources and time for study without the burden of extra household duties at home. The study recommended that the Ministry of Primary and Secondary Education, in collaboration with school authorities and parents of students at non boarding schools provide adequate resources, a conducive study environment after normal school hours and adequate study time for students to improve on mathematics..

[1]. Albert, M. and Hahnel, R. (1991) The Political Economy of Participatory Economics. Princeton: Princeton University
[2]. Alexander, Simmons, J. (1975) The Determinants of School Achievement in Developing Countries: The Education Production Function. Washington DC: IBRD
[3]. Bowles, S (1980) "Education, Class Conflict and Uneven Development" In Simmons (ed) The Education Dilemma. Policy Issues for Developing Countries in the 1980s. Oxford. Pergamom
[4]. Bowman, M.; Millot, B. and Schiefebein, E. (1986) The Political Economy of Higher Education, Studies in Chile, France and Malaysia. EDT Discussion Paper N030 Washington, DC
[5]. Carnoy et al (1982) "The Political Economy of Financial Education in Developing Countries". In Financing Educational Development. Proceedings of an International Seminar held in Mount Sainte Marie, Canada. 19 – 21 May 1982, Ottawa: International Development Research Centre.

Abstract: The study investigated gender inequalities in educational provision in the province of Manicaland. Focus was on the differences in performance between boys and girls in mathematics as well as the disparities between male and female head teachers in both primary and secondary schools. The period that was examined by the researchers was at least ten years after obtaining political independence. All the primary schools (773) and secondary schools (248) were studied. Secondary data on the above mentioned variables were collected from the Ministry of Education and Culture's head office, Regional offices in Mutare and the Examination Branch in Harare. Some data were collected from the Central Statistical offices. Measures of educational disparities included location quotients and percentages. The study revealed that there were significant differences in the performance between boys and girls, with boys outperforming girls. The study also revealed that there were significantly lower numbers of female heads of schools in most districts. The study recommended that the government should collaborate with parents and other stakeholders to invest more in educating the girl child. The study also recommended that the government should institute deliberate policies to increase the numbers of female heads of schools.

[1]. Albert, M. and Hahnel, R. (1991) The Political Economy of Participatory Economics. Princeton: Princeton University

[2]. Alexander, Simmons, J. (1975) The Determinants of School Achievement in Developing Countries: The Education Production Function. Washington DC: IBRD

[3]. Bowles, S (1980) "Education, Class Conflict and Uneven Development" In Simmons (ed) The Education Dilemma. Policy Issues for Developing Countries in the 1980s. Oxford. Pergamom

[4]. Bowman, M.; Millot, B. and Schiefebein, E. (1986) The Political Economy of Higher Education, Studies in Chile, France and Malaysia. EDT Discussion Paper N030 Washington, DC [5]. Carnoy et al (1982) "The Political Economy of Financial Education in Developing Countries". In Financing Educational Development. Proceedings of an International Seminar held in Mount Sainte Marie, Canada. 19 – 21 May 1982, Ottawa: International Development Research Centre.

Abstract: Workplace Environment that attracts, keep and motivate its Employees is considered the best one. Today's workplace is persistently changing. Sound workplace environment lead to employees' satisfaction which in turn helps to increase the productivity of the any Organization. The purpose of the present work is to study analytically the workplace environment in IT companies and its impacts on employee's performance and then ranking of the Companies. To analyse the workplace environment in IT sector various factors are involved like Physical, Economic, Behavioural and Motivational. This paper aims to explore the relationship between workplace environment and ranking of the top-10 listed IT companies in terms of Physical, Economic, Behavioural and Motivational factors using combined AHP-TOPSIS approach. Primary data were collected through the standard questionnaire from the employees of IT Companies.

[1]. Yi. Li., Empirical study of the impact of physical environment on the employees performance, in proceeding of Emergency
Management and Management Sciences (ICEMMS), 2011 2nd IEEE International Conference, August, 8-11, 2011, Beijing, China
Available : IEEE Xplore, http://www.ieee.org.
[2]. Ambreen Saleem et al., Impact of Internal Physical Environment on Academicians Productivity in Pakistan, European Journal of
Business and Management, 4(2), 2012, 43-62.
[3]. McGuire David and McLaren Lauren, The impact of physical environment on employee commitment in call centres: The mediating
role of employee well‐being, Team Performance Management: An International Journal, 15, (1/2), 2009, 35 – 48.
[4]. Jacqueline C. Vischer, The effects of the physical environment on job performance: towards theoretical model of workspace stress,
Stress and Health, 23 (3), 2007, 175-184.