FACULTY OF EDUCATION

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

Browse

Subject: search.filters.subject.Achievement

Search Results

Now showing 1 - 7 of 7
  • Thumbnail Image
    Item
    Self-regulated learning strategies as predictors of senior secondary school students’ chemistry achievement in Ondo State, Nigeria
    (Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto, Nigeria, 2017-12) Tella, A.
    The study investigated on self- regulated learning strategies as predictors of Chemistry students’ attitude to Chemistry in senior secondary schools in Ondo State. The research adopted survey research design. 400 students were used for the research work which was drawn randomly using simple random sampling technique. The research instruments for the study were SRLS questionnaire containing 10 items on each of the component and students’ attitude to Chemistry (SATC) questionnaire with 25 items. The validity of the instruments was assessed and found to be adequate by the experts. Crobanch alpha was used to determine the reliability of SRLS with a coefficient of 0.86, 0.89, 0.85 and 0.96 and 0.78 for (SATC) at 0.05 level of significance. The data collected was analysed using descriptive and inferential statistics such as: mean standard deviation, Pearson Product Moment Correlation and Analysis of Variance. The study revealed that there was significant relationship between goal setting (r = 0.063; P>0.05) and students’ achievement in Chemistry. Self- monitoring (r = 0.025; P<0.05), self- evaluation (r = 0.012; P<0.05) and self-efficacy (r = 0.064; P<0.05) had significant relationship with students' achievement in Chemistry. The result also revealed that there was no composite contribution of SRLS on students’ achievement in Chemistry (F(4,395) = 0.673; P>0.05). None of the independent variables predicts students’ achievement in Chemistry. Based on the findings it was recommended that students should be encouraged to develop enough self-regulated learning strategies that will facilitates their learning while Government should supply new materials like Chemistry textbooks so that students would be exposed to more facts about Chemistry and teachers on their part should improve themselves academically whenever such opportunity are available so that they can get better.
  • Thumbnail Image
    Item
    Psycho-social predictors of achievement in multicultural concepts in social studies among secondary school students, in Ijebu South Local Government, Ogun State
    (The Department of Educational Management, University of Ibadan, Ibadan, 2016-01) Gbadamosi, T. V.; Adebanjo, A. O.
    This study examined the extent to which psycho-social factors predicted students achievement in Social Studies, adopting a correlational research type and multi-stage sampling technique. Three instruments namely: Teacher Questionnaire (r = 0.89); Student Questionnaire (r = 0.78) and Social studies Achievement Test (KR20 = 0.72) were used to collect data from 350 respondents drawn from ten junior secondary schools in Ogun state. Four research questions were set and answered using multiple regression analysis. Students' self-concept (r = 0.631; P < .05) and Students' peer pressure (0.681; P < .05) have high positive significant relationship with Social studies achievement scores. A statistically significant linear relationship exists between the predictor variables. The predictors accounted for 64.5% of the total variance observed in students' achievement in social studies. Influence of Students' Peer Pressure β = .202; t (324) = 4.104; p < .05) was most influential followed by Students' Motivation (β = .139; t (324) = 3.476; p < .05). Also, Students' Self-concept β = .151; t (324) = 3.292; p < .05) and Teachers' Social Interaction (β = -.833; t (324) = -2.842; p < .05). The result indicated that peer pressure, students' motivation, students' self-concept and teachers' social interaction have a significant predictive ability of academic gains, therefore parents and teachers should watch the kind of friends keeping by their children/ students. Also, students should be highly motivated as this promotes strongly academic gains through adequate rewards and reinforcement in the classroom.
  • Thumbnail Image
    Item
    Vocabulary knowledge and grammatical competence as correlates of senior secondary school students' achievement in essay writing in Ibadan north local government area
    (Department of Social Work University of Ibadan, Nigeria, 2020-06) Araromi, M. O.; Olatunji, S. O.
    The study investigated vocabulary knowledge and grammatical competence as correlates of senior secondary school students’ achievement in essay writing in Ibadan North Local Government Area of Oyo State. The study adopted the descriptive research design of the correlational type. Five (5) senior secondary schools were randomly selected from forty-two (40) public senior secondary schools in Ibadan North Local Government Area of Oyo State. Fifty (50) students were randomly selected from each school making a total of two hundred and fifty students (250). Three instruments were used for data collection for the study: Essay Writing Achievement Test (r= .81), Students' Vocabulary Knowledge Test (r= .84) and Students' Grammatical Competence Test (r= .79). Three research questions were raised and answered. Data collected were analyzed using Multiple Regression Analysis at 0.5 level of significance. The results showed that there was a positive significant relationship between vocabulary knowledge, grammatical competence and students' achievement in essay writing, (r— .432, p< 0.05), (r= 435, p< 0.05). It was revealed that there was a joint contribution of the two independent variables (vocabulary knowledge and grammatical competence) to students' achievement in essay writing (Adj R2= 0.274) (F (2:497) = 95.204). The independent variables account for 27.4% of the total variance in students' achievement in essay writing. The result showed that vocabulary knowledge contributed relatively to students' achievement in essay writing (β= 0.260). Also, grammatical competence contributed relatively to students' achievement in essay writing (f = 0.346). Based on the findings, it is recommended that teachers of English should pay more attention to the teaching of English vocabulary and grammar in order to make students develop acceptable level of competence in vocabulary and grammar.
  • Thumbnail Image
    Item
    Reading interest, efficiency and emotional state as determinants of secondary school students’ achievement in reading comprehension in Oyo State
    (Positive Psychology Association, Nigeria with headquarters in University of Ibadan, Nigeria, 2020) Araromi, M. O.; Olatunji, S. O.
    The participants of the study were 250 SS II students selected from five public secondary schools in Oyo West Local Government Area of Oyo State. Four instruments were used for data collection for the study; Students' Reading Comprehension Achievement Test (r=.79), Questionnaire on Students Reading Interest (r=.76), Questionnaire on Students Reading Efficiency (r=.81) and Questionnaire on Students Emotional State (r=.78). Data collected were analyzed using Multiple Regression Analysis at 0.5 level of significance. The results revealed that reading comprehension positively correlates with reading efficiency (r= .308, p< 0.05), students’ emotional state (r = .751, p<0.05) and Students reading interest (r=.611, p<0.05). The results showed a coefficient of multiple regressions R = 0.185 and R-square = 0.34. This suggests that the three factors combined accounted for 34% (Adj.R2= .012) variance in the prediction of reading comprehension. There was no significant effect of the independent variables on the students’ reading comprehension, F (i) = 0.561 P>0.05. The most potent factor was students’ reading interest (Beta = .263, t= 1.789, P<0.05), followed by students; reading efficiency (Beta = .139, t= 1.613, P<0.05), except for students’ emotional state. Based on the findings of this study, it was recommended that English language teachers should create a friendly and supportive environment that will enhance students’ reading interest, efficiency and positive emotional state so that, they can read and comprehend
  • Thumbnail Image
    Item
    Socio-demographic Factors affecting reading comprehension achievement among secondary school Students with learning disabilities in Ibadan, Nigeria
    (International Academic Forum (IAFOR), Japan, 2020-03) Lazarus, K. U.
    The study examined the influence that socio-demographic factors (school social environment, type of school and gender) have on achievement in reading comprehension of students with learning disabilities. The study employed the correlational design. One hundred and twenty- three (123) Junior Secondary Class 1 (JSS 1) students with learning disabilities from six secondary schools (3 private and 3 public) ail located in Ibadan North Local Government Area, Ibadan, Oyo State, Nigeria participated in the study. Three scales namely: the Pupil Rating Scale (Revised), the Comprehensive School Climate Inventory (adapted) and the Test of Reading Comprehension were administered to the participants and the scores derived from these were subjected to Pearson Product Moment Correlation, Multiple Regression and t-test Statistics. The results revealed that the most potent factor in the prediction of reading comprehension achievement of students with learning disabilities is school social environment (r =0.214) followed by gender (r =0.185). The joint contribution of school social environment, school type and gender on reading comprehension achievement of students with learning disabilities was significant. While school social environment could considerably and independently predict reading comprehension achievement among students with learning disabilities, school type and gender could not. Further findings showed a significant difference in reading comprehension achievement between male and female students with learning disabilities (Cal.t = 2.075). Also, there was no observable significant difference in the reading comprehension achievement of students with learning disabilities in private and public schools. Therefore, it was suggested that teachers of students with learning disabilities should ensure that reading comprehension lessons take place in stimulating and conducive classroom environments devoid of unhealthy, risky and distracting stimuli.
  • Thumbnail Image
    Item
    Using collaborative strategic reading (CSR) to enhance achievement in reading comprehension of students with learning disabilities in Lagos State, Nigeria
    (2013-12) Lazarus, K. U.
    This study determined the effect of Collaborative Strategic Reading (CSR) on enhancing the achievement in reading comprehension of students with learning disabilities in Lagos State, Nigeria. The pre-test, post-test, control group, quasi-experimental research design with a 2x2 factorial matrix was adopted for this study. Fifty junior secondary class 2 students with learning disabilities in reading were randomly selected from the sampled schools and randomized into two groups (Collaborative Strategic' Reading and control group). Two instruments were utilized namely, Pupil Rating Scale and Reading Comprehension Test. Participants in the experimental group were exposed to eight weeks training, while students in the control group were taught in the conventional way. Two hypotheses were tested at 0.05 level of significance. Data were analysed using analysis of variance and computation of t-test statistics. There was a significant main effect of treatment (Collaborative Strategic Reading) on the reading comprehension of students with learning disabilities (F (1.47) = 34.954; P<0.05). This implies that students exposed to Collaborative Strategic Reading performed better in reading comprehension than those exposed to Control Group. In addition, female participants performed better in the reading comprehension achievement test than their male counterparts (X= 21.69 for females and 15.75 for males). On the basis of these findings it was recommended that for schools to sustain improved achievement in reading comprehension among students with learning disabilities, Collaborative Strategic Reading should be adopted.
  • Thumbnail Image
    Item
    Path-Analytic Study of Students’ Home Background, Academic Motivation, Self-Concept on Attitude and Achievement in Senior Secondary School Mathematics in Ogun State, Nigeria
    (2010) Olusanmi, A. K.
    Mathematics is a fundamental subject which functions as a basic index for understanding and mastery of various aspects of science as well as the complexity of modern technology. Thus, every individual needs some knowledge of mathematics in order to live a useful life and be an effective member of the society. Several studies in the past have focused on the factors associated with students’ poor academic achievement in mathematics. However, very few of those have considered the influence of multiple indicators on students’ achievement in mathematics at the secondary school level with a view to establishing their combined influence on students’ academic achievement. This study, therefore investigated the causal-effects of home background variables, academic motivation and self-concept on students’ attitude and achievements in mathematics among secondary school students in Ogun State, Nigeria. The study employed ex-post facto type of research. The sample was selected using the multi-stage sampling technique. Two thousand four hundred students from 60 selected schools in nine local government areas within Ogun State, Nigeria were involved. Five research instruments namely; Attitude towards Mathematics Questionnaire; (r = 0.73), Self-concept Scale; (r = 0.71), Parents’ Support Scale; (r = 0.66), Academic Motivation Scale; (r = 0.85) and Mathematics Achievement Test; (r = 0.84) were used. Four research questions were answered and data analysed using path analysis technique at .05 level of significance. There were 22 significant and meaningful pathways through which the predictors caused variation in students’ attitude to and achievement in mathematics. Out of the 22 pathways, three were direct while 19 were indirect. The original and the reproduced correlation coefficients were also compared and the discrepancies were found to be minimal. Out of the seven predictor variables hypothesised, only one (i.e, parents’ education), significantly exerted direct influence on achievement. However, all the seven predictor variables significantly exerted direct and indirect influence on students’ attitude thus; academic motivation (β = 0.321); self-concept (β = 0.187); parents’ support (β = 0.105); number of children in the family (β = 0.011); parents’ education (β = 0.007); parents’ occupation (β = 0.005); and age of mother at birth of the child (β = 0.001). Therefore, since home background variables (i.e, age of mother at birth of the child, parents’ education, occupation and support, number of children in the family) as well as academic motivation and self-concept brought about greater improvement in students’ attitude towards mathematics, it is pertinent that parents be encouraged to put on earnest efforts in motivating students towards the learning of mathematics. Such encouragement and support will thus supplement the efforts of the teachers at school and help students cultivate positive attitude towards mathematics. Additionally, since parents’ education influences students’ academic achievement in mathematics, the government and all stakeholders in the education sector should endeavour to implement its policy on basic education for all and thus create an enlightened society in which every parent would be educated enough to have a positive influence on their children especially in their attitude towards mathematics, which would in turn lead to better achievement in the subject.