scholarly works

Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/556

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Subject: search.filters.subject.Self-efficacy

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    Self-efficacy, parental involvement and school adjustment of high achieving secondary school students in Oyo State, Nigeria
    (2022-06) Adelodun, G. A.; Salako, A. A.
    This study investigated self-efficacy and parental involvement as predictors of school adjustment of high ability secondary school students in Oyo State, Nigeria. A descriptive survey design of correlational type was adopted. The simple random sampling technique was used to selective local government areas from each of the three senatorial districts in Oyo State. The simple random sampling technique was also used to select two secondary schools from each local government, while the purposive sampling technique was adopted to select 450 high achieving students in SSI (180 males and 270females), based on their scores in Slossan Intelligence test, and Achievement tests in English Language and Mathematics. Instruments used were Slossan Intelligence Test (r= 0.86); Mathematics Achievement (r=0.72) and English Language Achievement tests (r=0.75) Self-efficacy (r=0.72); and Parental involvement (r=0.81) while Pearson Products Moment Correlation was used to test, the hypotheses generated at 0.05 level of significance. Findings showed that self-efficacy (r=0. 98; P<0. 05), and parental involvement (r= 0. 97; P<0. 05) influenced school adjustment of high achieving secondary school students in Oyo State, Nigeria. Therefore, relevant government bodies and schools should adopt methods and different policies that can positively trigger positive aspects of these variables for exploitation in influencing school adjustment of high achieving students.
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    Psychosocial factors as correlates of reading achievement of students with hearing impairment in Ibadan, Oyo State, Nigeria
    (2020-06) Isaiah, O. O.; Alaba, E. I.
    This study examined the psychological and social factors as correlates of reading achievement of students with hearing impairment in secondary school in Ibadan, Oyo state, Nigeria. The descriptive survey research design of correlational type was adopted. A total of 62 students with hearing impairment from secondary schools in Ibadan, Oyo state were selected using purposive sampling technique. The instrument used for collection of data was a questionnaire tagged Students with Hearing Impairment Reading Achievement Questionnaire (SHIRAQ) (r-0.82). Three research questions were answered. The data collected were analysed using frequency count, percentage, Pearson Product Moment Correlation and Multiple Regression. Results showed that there was a positive relationship between attitude, self-concept, self-efficacy, parental involvement, teachers-students interaction, parents' socio-economic status and reading achievement. Also, there was significant joint contribution of attitude, self-concept, self-efficacy, parental involvement, teachers-students interaction, parents' socio-economic status to reading achievement among students with hearing impairment. There was relative contribution of attitude, self-concept, self-efficacy, parental involvement, teachers-students relationship and parents' socioeconomic status to reading achievement. It was recommended that students with hearing impairment should be provided with textbooks and other educational facilities by their parents and-the government.