scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/556
Browse
2 results
Search Results
Item Students’ personality factors as correlates of academic performance among gifted underachievers in selected secondary schools in Ibadan(2016-06) Adelodun, G. A.; Okesanjo, T. Y.The study investigated students' personality factors as correlates of academic performance among gifted underachievers in selected secondary school in Ibadan, Nigeria. It examined the relationship between the students' personality and their academic performance especially gifted underachievers. The population consisted of gifted underachievers in selected senior secondary schools in Ibadan. A total sample of 100 gifted under achieving students were randomly selected from five out of eleven local government areas in Ibadan. A validated instrument titled International Personality Item Pool was used to elicit information from the students. Results showed that conscientiousness, extraversion, neuroticism, agreeableness, and openness jointly predict students' academic performance (p<0.05). This implied that when these five variables jointly influence students' academic performance. Openness was highly significant (t 6.880; p<0.05) and affect students' academic performance. However, there are no significant relationship between neuroticism and students' academic performance; extraversion and students' academic performance; agreeableness and students' academic performance; and conscientiousness and students' academic performance, (p> 0.05).Item Psychosocial challenges among gifted underachievers in Ibadan(2014) Adelodun, G. A.One of the biggest problems facing educators is that of student underachievement. Teachers and parents feel confused, frustrated, and disappointed when students fail to realize their potential. Underachievement is not only a problem, but a symptom of problems. To address this, educators must explore factors contributing to underachievement. These factors can be categorized as socio-psychological, family- related, peer-related and school-related. One or all of these factors can hinder student achievement. Teachers, counsellors and families must join in partnerships to best identify and help gifted underachieving students. All the aforementioned points have been well articulated in this study. Another important point that has been captured in this study is the issue of challenges facing the gifted children and some steps one can take to manage them. Those challenges include self-esteem issues, guilt, perfectionism, self- control issues, unrealistic expectations, impatience, friendship, attention and organization issues and burnout. Counselling implications and recommendations were finally stated.