scholarly works

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Academic self-efficacy and gender as determinants of performance in english discourse writing among high-achieving students in Ibadan, Oyo State
(2015-10) Adelodun, G. A.; Asiru, A. B.
The study was carried out to delve into academic self-efficacy and gender as determinants of performance in English discourse writing in Ibadan, Oyo State. Descriptive survey design was adopted for the study. Purposive sampling technique was used to select 40 male and female high achieving students. Three validated instruments which are English Language Essay Screening Test (r = 0.82), English Language Essay Achievement Test (r = 0.76) and Adapted Academic Self-efficacy Scale (r = 0.76) were utilized in the study. Three research questions were answered using Pearson Product Moment Correlation and Multiple Regression Analysis. The findings revealed that academic self-efficacy had a positive relationship with performance in English discourse writing while gender had no significant correlation with the dependent variable. The independent variables had no joint effect on the dependent variable (R = .231, adjusted R2 = 0.54, P>.05). On the basis of these findings, it is recommended that educational guidance services should be made mandatory in schools as educational stakeholders should equally focus on the affective construct (self-efficacy) of high-achieving students.
Study habit and academic self-efficacy as predictors of academic under-achievement among high ability senior secondary school students in Oyo State
(Positive Psychology Association of Nigeria with headquarters in University of Ibadan, Nigeria, 2021-06) Adelodun, G. A.
This study examined the influence of study habit and academic self-efficacy on academic underachievement of high ability senior secondary schools in Oyo state, Nigeria. The population of this study comprised of all the high ability underachievers in both Afijio and Atiba local government area of Oyo state. Twenty (20) secondary schools were randomly selected using simple random sampling technique, while three hundred (300) high ability were purposively selected which cut across, SS1, SS2 and SS3. Two research questions were answered at 0.05 level of significance. Questionnaire was the main instrument used for the collection of data. The reliability co-efficient of the instrument ranged between r = 0.72 and r = 0.78. Results indicated that there was a significant relationship between the predictive variable (study habit and academic self-efficacy) and academic underachievement of the participants. Academic self- efficacy contributed most to the academic underachievement of the high ability senior secondary school students. The following recommendations were made: academic underachievement should not be encouraged from any high ability students, secondly, high ability student should be properly monitored on the kind of reading or learning style they exhibit so as to discourage any bad learning or bad study habit. Finally, academic self-efficacy of individual high ability student should be encouraged. The teacher should help the high ability student to build their confidence in learning.