FACULTY OF EDUCATION
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Item Psychosocial and personal factors on identification of gifted and talented students in Owerri municipal, Imo State, Nigeria(2022-06) Adelodun, G. A.; Ibeabuchi, G. I.The study investigated on psychosocial and personal factors as correlates of identification of gifted and talented students in Owerri Municipal, Imo State. The study adopted a descriptive survey research design of correlational type. The population of the study was 2,893 with a sample size 155 teachers in secondary schools in Owerri, Imo State, selected through simple random sampling techniques representing 5% of the total population. The data were collected using Teacher-student relationship Rating Scale, Teachers' self-efficacy Rating Scale and Teachers' knowledge Rating Scale. The instruments were subjected to a reliability test using Spearman Brown Rank Order which yielded a correlation coefficient of r=0.76, 0.71 and 0.83 respectively. Data collected were analyzed using the inferential statistics of Person Product Moment Correlation (PPMC) and Multiple Regression and at 0.05 alpha level of significance. The findings revealed a significant relationship between teacher-student relationship (r=.510, p(.000)<.05), teachers' self-efficacy (r=.509, p(.000)<.05), and teachers' knowledge (r=.217, p(.007)<.05) respectively and identification of gifted and talented students. The relationship of the three independent variables (teachers' self-efficacy, teacher-student relationship, teachers' knowledge) to the prediction of the dependent variable that is, identification of gifted and talented students showed a coefficient of multiple correlation R=.554 and a multiple R2of .307. Finally, the result revealed a relative contribution of the three independent variables to the dependent variable, expressed as beta weights, viz: Teachers' self- efficacy (6=307, p<.05), teacher-student relationship (6=.288, p<.05), and teachers' knowledge (6=.019, p>.05). Based on these findings, it is recommended that teacher-student relationship must always be cordial in every school since it has been established that it enhances the identification of gifted and talented students in schools.Item Academic self-efficacy, learning styles and motivational factors as correlates of academic achievement of high ability secondary school students in Owerri, Imo State(2022-03) Adelodun, G. A.; Ibeabuchi, G. I.The academic achievement of students is an important indicator of the academic success in school. Some high-ability students exhibit a discrepancy between their potential and achievement thereby demonstrating negative abilities and low achievement in their academic pursuit. It has however been noted that some cognitive and psychological factors such as academic self-efficacy, learning styles and motivational factor contribute to superlative performance of high- ability students. This study, therefore, investigated the relationship among academic self-efficacy, learning style, motivational factor and academic achievement of high-ability students in senior secondary schools Owerri, Imo State, Nigeria. This study adopted a descriptive survey research design of correlational type. Multi-stage sampling technique was used to select 240 respondents with high-ability from the sampled schools in Owerri, Imo State. Inferential Statistics of Multiple Regression Analysis (MRA) and Pearson Product Moment Correlation, (PPMC) were used for data analysis. The instruments used in the study are Slosson Intelligence Test (SIT), English Language and Mathematics Achievement Test (ELMA), Student’s Academic Record (STAR), Motivational factor Scale (MAS), Academic Self-efficacy Scale (ASS) and Leaming Style Scale (LSS). The result showed that there is a significant relationship among academic achievement of high-ability students and academic self-efficacy (r=.554, p(.000)<.05), motivational factor (r=.720, p(.000)<05), and learning styles (r=.717, p(.000)<.05) respectively and are related to academic achievement among high-ability students in Owerri: Hence, there is a positive significant relationship between the independent variables and the dependent variable. This implies that academic self-efficacy, motivational factor, and learning styles improve academic achievement. Therefore, it was recommended that teachers of high-ability students should expose their students to the relevance of academic self-efficacy, learning styles and motivational factor to the academic achievement of high-ability students.Item 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.