DEPARTMENT OF ADULT EDUCATION
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Item Peer pressure, time management and academic performance of female secondary school pupils in Ibadan metropolis, Oyo State, Nigeria(2021-07) Ukpabi, I. D.This study investigated peer pressure, rime management and academic performance of female secondary school students in Ibadan Metropolis, Oyo State, Nigeria The descriptive survey research design was adopted for this study. A sample of 310 respondents was selected through multi-stage sampling procedure. Two hypotheses were tested. A questionnaire tagged "Peer pressure, time management and academic performance " was used for data collection. Pearson Product Moment Correlation (PPMC) was the major statistical tool employed for data analysis. The findings revealed a significant relationship between peer pressure and academic performance of female secondary school students in Ibadan Metropolis, Oyo State. Nigeria (r=0.650. p<0.05). li was a/so shown that time management and academic performance of female secondary school students in Ibadan Metropolis. Oyo State. Nigeria were significantly related (r=0.715. p<0.05). Il was also revealed that the joint contribution of the two variables (peer group and time management) was significant in the prediction of academic performance of female students (F = 8.375. p<0.05). Based on the findings from the study, it was recommended that female secondary school students should be made to cultivate the act of wise utilisation of time. Among other things that there should be counselors in all secondary schools to help students guide against negative peer pressure; parents should provide proper monitoring of their children so as to prevent the influence of bad friends: teachers, lecturers, schools and institutions should enact rules and provide adequate supervision for students to guide against peer pressure influenceItem Reading habit and gender as predictors of adult learners’ performance in english language in literacy centers in Oyo state, Nigeria(2024-06) Akinyooye, F. E.; Popoola, D. I.Reading is an effort to understand the writer's message for development on a personal level and professional achievement. As a result, psychologists view it as a complex cognitive process where meanings are constructed from texts. The current study was carried out in literacy centres in Oyo State, Nigeria, to ascertain the associations between adult learners' academic accomplishment in English language, gender, and reading habits. A descriptive survey design was used in the study. The study employed a purposive sampling technique to choose 120 participants from literacy centers located in the city of Ibadan. Data were gathered using the Reading Habits Questionnaire (RHQ) and the English Language Achievement Test (ELAT). Descriptive and inferential statistics were used to analyze the responses. The empirical findings indicated that reading habit (β = -0.097; t = -0.277; p 0.783 > 0.05) and gender (β = -0.526; t = -1.577; p 0.119 > 0.05) have negative and insignificant relationship with adult learners’ academic performance. The results also indicated reading habit and gender jointly accounted for 0.04% of the total variance in the dependent variable (adult learners’ performance in the English language) among adult learners in literacy centers in Oyo State. Lastly, the findings revealed that age significantly influences adult learners ’ performance in the English language (F3,17 = 2.46; P<0.05). It is implied that adult educators should design these kinds of projects and assignments with reflective thinking in mind, taking into account the importance of reading habits for academic success. In addition, facilitators could collaborate to develop schedules for library instruction to help adult learners develop a reading habit.