Browsing by Author "Ogundokun, M. O."

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"Assessment and Management of Poor Performance in Mathematics: Using Academic Self-Efficacy and Cognitive Restructuring Techniques."
(2016) Ogundokun, M. O.
"The study investigated the effect of cognitive restructuring therapy on poor performance in Mathematics among Secondary School Students. Sixty Senior Secondary School (SSS 11) Students were used for the study. The research adopted a pretest, posttest and control group quasi experimental design with a 2x2x2 factorial matrix. Two schools were randomly selected from two different Local Government Areas in Ibadan. 30 participants each were randomly selected for the treatment and control group from the two selected schools. The major instruments used for the study were Academic Self-Efficacy Scale (ASES) r= .80 and Mathematic Performance Test (MPT) r = .77. The data were analysed with the aid of Analysis of Covariance (ANCOVA) tested at the 0.05 level of significance. The finding indicates that the participants exposed to Cognitive Restructuring Therapy showed a significant improvement in their mathematics performance than those in control group. It was also found that Academic Self-Efficacy when properly managed has a significant effect on mathematics performance of students. It is recommended that Cognitive Restructuring Therapy should be used by the Counselling Psychologists to intensify their effort to make use of the intervention in their strategies for counselling "
"Attitude of education stakeholders towards maintenance of school resources: an educational psychologists perspective , "
(His Lineage Publishing House, 2013-07) Ogundokun, M. O.; Ogunlade, O. O.
This paper examined the relevance of maintenance of school resources in the achievement of educational goals and objectives. It equally highlights the quantity and quality of the school resources within the reach of schools. Attention was highly paid on non-challant attitude of some education stakeholders (parents, teachers, government and even the students who are direct beneficiary of all educational programmes). Most of them holds, carelessly, some major school resources such as turning out school premises to political meetings and other social engagement which reduces the quality and quantity of materials available in the school setting there after some recommendations were made which includes among others; government should encourage education stakeholders to maintain school resources adequately to avoid a waste. School resources must be provided and maintained correctly by education stakeholders. Political meetings and other social meetings in school should be stopped. The general public should be sensitize to the need for maintenance culture in the school and the society at large etc.
"Development and Validation of Academic Motivation Scale among Secondary School Students."
(2017) Ogundokun, M. O.; Odofin, G. O.
"The aim of this instrumental study is to develop, validate and measure the psychometric properties of Academic Motivation Scale (AMS) among Secondary School Students in Ibadan metropolis. The study adopted a survey research design. The participants in the study were 432 (228 male; and 204 female) Secondary School Students randomly selected from public secondary schools in Ibadan metropolis. Their age ranged between 12 and 18 years and with mean age of 14.3 years. Confirmatory Factor Analysis (CFA), Pearson’s Product Moment Correlation (PPMC) and Principal Component Analysis (PCA) were used to analysis the data. In purification process, items with low total-item correlation, using 0.3 as a baseline, were discarded. The three-factor CFA loadings were all strong and above .40. For the Model fitness of the Scale to theoretical construct, the Chi-Square Goodness of Fit (GOF) obtained was significant (x2 df = (32) = 227.219; p<.001). Other fitness measure (i.e. RMSEA = <0.08; CFI = 0.90; and Coefficient of Determination (CD) for the residual =0.99 (99%) proved the fitness of the developed scale to the theoretical construct. As expected, the sub-scales of AMS significantly correlated (Intrinsic Motivation and Extrinsic Motivation; r = .370 p<.001) however, Amotivation and Intrinsic Motivation (r = -.094 p>.05); Amotivation and Extrinsic Motivation (r = .022 p>.05) were not significant. The study proved the construct validity of the scale. The internal consistencies of the sub-scales were obtained as: Intrinsic (5 items), a =.83; Extrinsic (5 items) a =.72; Amotivation, (3 items) a =.70; Overall Academic Motivation Scale, (13 items) a =.74. The study has implication for students, motivational mechanism and directions are understood to reduce the number of academic failure and drop-out. It was recommended that Counselling Psychologists should look into the motivational tendencies of helping students in diagnosing problematic areas of those that are not motivated towards academics. "
"Effects of school environment, culture, parental involvement and student-teacher relationships on achievement motivation among senior secondary school students in Ibadan metropolis "
(2014) Ogundokun, M. O.; Satoye, T. E.
The study examined the effects of school environment, culture, parental involvement and student-teacher relationships on achievement motivation among Senior Secondary school students in Ibadan metropolis. Descriptive survey research design was adopted for this study. A multi-stage random sampling technique was employed in selecting 500 participants for the study from 15 secondary schools in Ibadan. Their ages ranged between 12 years and 20 years with the mean age of 12.4 years and the standard deviation 1.42. Pearson's Product Moment Correlation and Multiple regression analyses were used to analyze the data. The results revealed that School Culture, Parental involvement School environment and Student-teacher relationships had joint effects on the achievement motivation among Senior Secondary School students but Parental involvement is the most potent factor that has great effect on the achievement motivation among students. This research indicates that counselling psychologists, teachers and the administrators should focus on building enabling environment and develop cordial interpersonal relationship with the students. Parents need to be informed that they can contribute to the education of their children through encouragement, provision of learning materials, good relationship with teachers and active assistance among other strategies.
"Hierarchical model on performance in economics among first year students in tertiary institutions. "
("His Lineage Publishing House ", 2016-09) Ogundokun, M. O.
"Poor performance in examinations among the university freshmen has long been a major source of concern to stakeholders in the education industry. In spite of the numerous efforts made by the researchers, educators and policy makers in tackling this problem, the performance of students does not seem to have improved. Therefore, the study investigated the effect of hierarchical model on performance in Economics among First students in Tertiary Institutions. Sixty First students in the Department of Economics were used for the study. The research adopted a pretest- posttest and control group quasi experimental design with a 2x2 factorial matrix. Two schools were randomly selected from two tertiary institutions in Lagos State. 30 participants each were randomly selected for the treatment and control group from the two selected schools. The major instruments used for the study were Learning Readiness Scale (r =.88); for screening of participants who had low performance in Economics in their first semester examination, Self-Concept Scale (r =.85) and Economics Achievement Test. The data were onalysed with the aid of Analysis of Covariance (ANCOVA) tested at the 0.05 level of significance. The finding indicates that the participants exposed to hierarchical model showed a significant improvement in their performance in Economics than those in control group (F (1, 53) = 6.008, p< 0.05, ,,2= 0.068). Also, it was evidence that preventing poor performance in Economics can be explained by students' ability to integrate acquired skills against constant failure in the subject every year. It is recommended that hierarchical model should be used by the Counselling Psychologists to intensify their effort to make use of the intervention in their strategies for counselling."
Impact of metacognitive Awareness, self-efficacy and Locus of control on academic Performance of senior Secondary school students in Ibadan
(Institute of Education, University of Cape Coast, 2015-12) Ogundokun, M. O.
"The study examined the impact of metacognitive awareness, self-efficacy and locus of control on academic performance of Senior Secondary School students in Ibadan. Descriptive survey research design was adopted for this study. A multi-stage random sampling technique was employed in selecting 420 participants from 12 secondary schools in Ibadan for the study. Their ages ranged between 12 years and 18 years with the mean age of 12.6 years and the standard deviation of 1.15. Three valid and reliable instruments were used to assess metacognitive awareness, academic self-efficacy and locus of control while achievement tests on English Language and Mathematics were used as a measure of academic performance of the participants. Multiple regression was used to analyse the data. The results revealed that metacognitive awareness, academic self-efficacy and locus of control were potent predictors mildly associated with academic performance. The study has implications for teachers, counsellors and educational psychologists to appropriate counselling intervention programmes and enabling environment. By so doing, the academic performance of the students could be improved barring all other teaching-learning obstacles "
Organisational commitment and employees' personality as predictors of job performance among secondary school teachers in Ido Local Government, Oyo State, Nigeria
(2015) Ogundokun, M. O.; Alamu, L. O.
This research examined how organisational commitment and employees' personality could predict job performance of secondary school teachers. The study adopted a survey research design. The participants for the study were 205 (male= 97, female = 108) secondary school teachers from Ido Local Government, Oyo State, Nigeria. Their ages ranged between 22 years and 55 years with the mean age of 38.56 years. Three valid and reliable instruments were used to assess organisational commitment, employees' personality and job performance of teachers. Pearson's product moment correlation and multiple regression analysis were used to analyse the data. The result revealed that organisational commitment and employees' personality were the potent predictors mildly associated with job performance. The study has implications for the employers of labour to take employees' welfare more seriously in order for them to be more productive. Necessary incentives such as conducive working environment, opportunity for career advancement and other monetary incentives should be put in place to motivate the employees to put in their best in their work place.
Study skills, student attitude and study group as predictors of study habits of secondary school students in Itesiwaju local Government, Oyo State
(His Lineage Publishing House, 2016-07) Ogundokun, M. O.; John, F. O.
"The study examined study skills, student attitude and study group as predictors of study habits of secondary school students in Itesiwaju Local government Area, Oyo State. A descriptive research design was employed in the study. Three hundred senior secondary school 2 (SS 2) students were randomly selected from six schools out of ten public secondary schools in Itesiwaju Local government Area, Oyo State for data collection. Their age ranged between 10 and 24 years old with mean age of 17.4 and standard deviation of 1.68. Three research questions were answered. The dato were analyzed using Pearson's Product Moment Correlation and Multiple Regression Analyses. The results showed that study skills was the most significant predictor of study habits followed by the student attitude. It was recommended that students should be assisted to build good study habits as early as they start school by incorporating study skills acquisition training and other student intervention strategies into school curriculum."