FACULTY OF EDUCATION

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Subject: search.filters.subject.Academic Achievement

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Now showing 1 - 8 of 8
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    Postgraduates students' utilization of the ict: implications on academic achievement
    (Department of Guidance and Counselling, Faculty of Education, University of Ibadan, Ibadan, 2016-07) Tella, A.
    ICT usage patterns among students including use of the internet is increasingly being investigated. One area of interest for educators relates to the home use of the computer and the internet by postgraduate students and its relationship to academic achievement. This is particularly relevant as the amount of time that postgraduate students spend at home on the computer appears to be rising. This trend may have an impact on academic performance and their research initiative and prowess. The purpose of this study was to examined postgraduate's uses and utilization of the internet and its implication on their achievement at the University of Ibadan. Two hundred and fifty postgraduate students from twenty systematical selected departments formed the study sample. A modified internet use scale was used to gather data for the study. The data collected was analysed using descriptive statistics, chi-square and Freidman test. The results indicate that; majority of the respondents access the internet 1-5 hours per week, some access the internet 6-20 hours per week while others access the internet between 21-25 hours per week. Further to these, most respondents use the internet for the purpose of obtaining course related information and to enrich their research. The results also reveal that internet contributes significantly to academic achievement of the respondents. The study recommends among others the provision of more computers and internet facilities at library and postgraduate school to compliment the existing few provided.
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    Self-efficacy and locus of control as predictors of academic achievement among secondary school students in osun state unity schools
    (Ife Centre for Psychological Studies, 2008-09) Tella, A.; Tella, A.; Adika, L. O.
    The study investigated self-efficacy and locus of control as predictor of academic achievement among Junior Secondary school students in Osun state Unity schools, using Self-Efficacy Scale (SES) and Locus of Control Scale (LOC) as measuring instruments. The Cronbach alpha coefficient for validity of the two instruments are respectively a = 0.68 and a = 0.83. A descriptive survey research design was adopted using a sample of two hundred (200) students randomly selected from three (3) Government unity schools in Osun state. One hypothesis and two research questions were generated and tested using Analysis of Variance (ANOVA), Pearson Product Moment Correlation Coefficient and Multiple Regression statistical tools with the margin of error set at 0.05 significant levels. The results indicated that a significant relationship exists between self- efficacy, locus of control and academic achievement. The study also revealed that self- efficacy and locus of control predict well students’ academic achievement. Implication of these findings on stakeholders in educational industry, curriculum planners, educational psychologists and practitioners were suggested.
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    In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.
    (MOMENT Kazim Karabekir Cad., Ankara-Turkey, 2007-04) Akinsola, M. K.; Tella, A.; Tella, A.
    Procrastination is now a common phenomenon among students particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a total sample of 150 part 3 and 4 students in the department of mathematics and mathematics education students in the university of Ibadan and university of Lagos, Nigeria. The 35 items academic procrastination scale developed and validated by Tuckman (1991) was used for the collection of data, in conjunction with the subjects GPA scores till date in mathematics. Findings indicates that: a significant correlation was found in the academic procrastination and academic achievement of the subjects in mathematics, significant difference also exists in the levels of procrastination and mathematics achievement of the subjects, with low procrastinators performing better than the moderate and the high procrastinators. Results further reveals the subjects procrastinate the same way irrespective of their gender. Implications of procrastination on academic achievement of students at all levels generally and some effective ways of remediation of procrastination were suggested.
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    The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria
    (MOMENT Kazim Karabekir Cad., Ankara-Turkey, 2007-05) Tella, A.
    In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also, other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.
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    The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria
    (MOMENT Kazim Karabekir Cad., Ankara-Turkey, 2007-05) Tella, A.
    In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.
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    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.
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    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.
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    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.