FACULTY OF EDUCATION

Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/264

Browse

Now showing 1 - 3 of 3

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.
Influence of home and school factors on academic achievement of high achieving secondary school students in Abeokuta, Ogun State
(2019-06) Adelodun, G. A.; Odesanmi, P. R.
The study examined the relationship between home environment, school environment and academic achievement of high achieving secondary school students in Abeokuta, Ogun State. The study adopted descriptive survey research design of correlational type. Simple random sampling technique was used to select six secondary schools from two local government areas in Abeokuta, Ogun State. Two government secondary schools and one private secondary school were picked from each of the two local government areas. In each of the six schools, Slosson Intelligence Test was used to screen the intelligent ones among the Senior Secondary School II students. The continuous assessment records were carefully looked into in order to randomly select 35 high achieving students from each of the four government schools used and 30 high achieving students from each of the two private schools selected. The participants were two hundred (200) in all. The three main instruments used were students' rating scale on the influence of home and school factor on academic achievement of high achieving students, multi-dimensional approach (Teacher's nomination, school records and examination results) and Slosson Intelligence Test Two hypotheses were tested at 0.05 level of significance. Data were analysed using Pearson Product Moment Correlation (PPMC). The results revealed there was a positive relationship between home environment and academic achievement of high achieving secondary school students (r=.797); there was no significant relationship between school environment and academic achievement of high achieving secondary school students [r= .- 242). Based on the above findings, it was recommended that parents must always ensure that their home environment is worked upon and made highly stimulating and conducive for learning since it has been established in this study that a stimulating home environment does have positive influence on academic achievement of high achieving students. It was also recommended that parents should give birth to the number of children they can take proper care of and that they must always keep a watchful eye on their children to ensure that they do not keep bad friends who can have negative influence on their academics.
Peer influence and family factors as correlate of academic achievement of high ability girls in secondary schools in Owerri, Imo State
(University of Calabar Press Calabar - Nigeria, 2016-03) Adelodun, G. A.; Ibeabuchi, G. I.
It has become obvious that it is difficult to determine factors that have direct relationship with academic achievement of students, most especially the high ability girls in our secondary schools. It is on this basis that this study investigated peer influence and family factors as correlate of academic achievement of high ability girls in secondary schools in Owerri, Imo State, Nigeria. The study adopted the descriptive survey research design of the ex-post facto type. Simple random sampling technique was used to select ten secondary schools in Owerri, Imo State. Ten purposively selected from each school making a total of one hundred (100) participants. The main participants were instruments used for the study include: Slosson Intelligence Test (S1T), Student Academic Record as well as Family Cohesion, Broken Home, Parental Socio-Economic Status, Peer Influence and Academic Achievement Questionnaire (FaBSPAQ) developed by the researchers. Data were analysed using simple per cent age and Pearson's Product Moment correlation at the 0.05 level of significance. Findings revealed that, there is a positive and significant relationship between broken home and family cohesion (r=0.461), parental socio-economic status related to family cohesion r=0.539, and parental socio-economic status with broken home r=0.594. Peer influence has a relationship with family cohesion r=0.457 and parental SES r=0.308 respectively. Therefore, there is relationship among the independent variables but not statistically significant. Findings also revealed that none of the four independent variables has any significant effect or contribution to the prediction of academic achievement among high ability girls with family cohesion (β = -.066, t = - .500 p>0.05), broken home, (β= -031, t =236p>0.05), parental SES (β= -.189p>0.05),and peer influence (β= -128, t = -1.114 p>0.05). Finally, the findings revealed that there is no significant combined influence of independent variables to the prediction of dependent variable. The ANOVA result of the regression analysis shows that there was no- significant joint influence of the independent variables on academic achievement. The model summary table revealed that adjusted R2 of 1.21% of the variance observed in the achievement of the student which was statistically not significant. F (4,95) = .742, p>0.005. it is therefore recommended that schools, parents and researchers should identify other factors that may affect the academic achievement of high ability girls. Recommendation was also made that parents should promote unity at home as this may promote positive emotional status of high ability girls which in turn could lead to improved academic achievement.