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Academic self-efficacy, learning styles and motivational factors as correlates of academic achievement of high ability secondary school students in Owerri, Imo State
(2022-03) Adelodun, G. A.; Ibeabuchi, G. I.
The academic achievement of students is an important indicator of the academic success in school. Some high-ability students exhibit a discrepancy between their potential and achievement thereby demonstrating negative abilities and low achievement in their academic pursuit. It has however been noted that some cognitive and psychological factors such as academic self-efficacy, learning styles and motivational factor contribute to superlative performance of high- ability students. This study, therefore, investigated the relationship among academic self-efficacy, learning style, motivational factor and academic achievement of high-ability students in senior secondary schools Owerri, Imo State, Nigeria. This study adopted a descriptive survey research design of correlational type. Multi-stage sampling technique was used to select 240 respondents with high-ability from the sampled schools in Owerri, Imo State. Inferential Statistics of Multiple Regression Analysis (MRA) and Pearson Product Moment Correlation, (PPMC) were used for data analysis. The instruments used in the study are Slosson Intelligence Test (SIT), English Language and Mathematics Achievement Test (ELMA), Student’s Academic Record (STAR), Motivational factor Scale (MAS), Academic Self-efficacy Scale (ASS) and Leaming Style Scale (LSS). The result showed that there is a significant relationship among academic achievement of high-ability students and academic self-efficacy (r=.554, p(.000)<.05), motivational factor (r=.720, p(.000)<05), and learning styles (r=.717, p(.000)<.05) respectively and are related to academic achievement among high-ability students in Owerri: Hence, there is a positive significant relationship between the independent variables and the dependent variable. This implies that academic self-efficacy, motivational factor, and learning styles improve academic achievement. Therefore, it was recommended that teachers of high-ability students should expose their students to the relevance of academic self-efficacy, learning styles and motivational factor to the academic achievement of high-ability students.
The role of memory strategies in academic achievement of secondary school students with learning disabilities
(Department of Guidance and Counselling, University of Ibadan, 2012) Lazarus, K. U.
Memory represents a core cognitive or psychological process that enables learners to achieve optimally in their academic pursuits. Without efficient use of memory strategies, students with learning disabilities who have problems with memory may not succeed in their studies. These students may have the ability to process information, but, they do so with great inefficiency. It is a typical far most students with learning disabilities to be unaware of basic strategies that effective learners use in their academic activities. Most authorities recognize that students with learning disabilities have uneven development of cognitive skills. They also agree that the demands of the secondary curriculum can place a strain on the student capacity to attend to the varied sources of input from teachers, instructional materials, and peers. Besides, many educators and psychologists maintain that far effective instruction far students with learning disabilities teachers must understand the flow of information among three types of memory: sensory register, working (short-term) memory, and long-term memory. There is also particular concern about memory and executive function. Teaching implications based on the information model of learning was also discussed Therefore, teachers of student with learning disabilities should ensure that their students acquire and use memory strategies used by efficient learners. If this is done, academic achievement far these students in major subject areas such as reading, mathematics, written expression, speaking and listening will improve.