FACULTY OF EDUCATION
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Item Self-motivation, teacher effectiveness and academic performance of high achieving students in selected secondary schools in Ibadan, Nigeria(2019-06) Adelodun, G. A.; Lawal, S. T.The study investigated the relationship between self-motivation, teacher effectiveness and academic performance of high achieving secondary school students in Ibadan North Local Government Area of Oyo State. The study adopted the descriptive survey research design of correlational type. Simple random sampling technique was used to select four schools from Ibadan North Local Government Area and in each of the four schools, Slosson Intelligence Test was used to screen the intelligent ones among the Senior Secondary School II students. The school continuous assessment records were carefully looked into in order to randomly select fifty (50) high achieving students in each of the four schools. The participants were two hundred (200) in all. The three main instruments used were Self-Motivation Assessment Scale, Teacher Effectiveness Assessment Scale and Slosson Intelligence Test. Three hypotheses were tested at 0.05 level of significance. Data were analysed using Pearson Product Moment Correlation (PPMC). The result revealed that there was a positive relationship between teacher effectiveness and academic performance of high achieving students (r=0.355): there was positive relationship between self-motivation and academic performance of high achieving students (r=0.4I5); self-motivation and teacher effectiveness had joint significant relationship with academic performance of high achieving secondary school students (r=.2I4). Based on the above findings it was recommended that professional guidance counselors counsel students on the act of self-motivation since it has been discovered that the higher the self-motivation of students, the higher their academic performance. It was also recommended that teachers handling high achieving students should be exposed to capacity building programmes to improve their effectiveness.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).