FACULTY OF EDUCATION

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Subject: search.filters.subject.Locus of control

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    Relationship among self-concept, locus of control, motivation and mathematics achievement of upper basic school students
    (Department of Curriculum Studies, Ekiti State University, Ado-Ekiti, Nigeria, 2013-10) Tella, A.
    The study examined the relationship among self-concept locus of control, motivation and mathematics’ achievement among upper Basic school students in Oyo and Osun State of Nigeria. Three hundred students comparises male and female were randomly selected from ten schools in the two states constituted the sample for the study. SCLOCM was used to collect data with cronbach alpha (a = 087) and standardized mathematics achievement test, Two research questions were raised and answered in the study using multiple regression and analysis of variance. The results of the findings indicates the following; that a significant relationship exists among self-concept, locus of control, motivation and mathematics achievement, that these variables when taken together predicts students mathematics achievement. Implication of this finding for school administrators, mathematics teachers stakeholders and government were proferred.
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    Locus of control as correlate of students’ achievement in french amojsgsome selected junior secondary school students in ibadan
    (2013) Araromi, M. O.
    Low performance and high level of attrition in foreign language programmes with particular emphasis on French language in Nigeria have generated an outcry among stakeholders in foreign language education in Nigeria. Learners of French language tend to attribute their success or failure to their personal decisions, efforts, fate, luck or external circumstances. However, researchers have suggested looking into a personality construct such as locus of control as a determinant of learners’ achievement in French language. Therefore this study sought to investigate the influence of locus of control on learners’ achievement in French in some selected secondary schools in Ibadan, Oyo state, Nigeria. 150 subjects participated in the study. Simple random sampling technique was used to select two local government areas in Ibadan, Oyo State while purposive sampling technique was used to select four schools' from the two local government areas. Two instruments were used for the study: Levenson IPC (intentionality, powerful others and chance) scale and French Language Achievement Test (FLAT).Data collected were analyzed using Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis. The result reveals that there are significant relationships between students’ achievement in French with Intentionality (r= 0.394, P<.05), and chance (r= 0.392, P<.05), while students’ achievement in French has no correlation with Powerful others (r= 0.086, P>.05). Locus of Control (Intentionality, Powerful Other, and Chance) jointly contributed 25.6% (Adj. R2x 100 = 0.256) to variance in students’ achievement in French. Moreover, Intentionality (p=0.345, t=4.425, P<0.05), and Chance (P=0.338, t=4.367, P<0.05) have relative significant contribution to the students’ achievement in French language. Therefore, foreign language teachers are admonished to be aware of the fact that learners’ success or failure in foreign language is determined by either chance or intentionality. They should be encouraged to take responsibility for their success or failure in foreign language learning process.
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    Psychological factors as determinants of use and adjustment to assistive technology by students with hearing impairment in tertiary institutions in Oyo State, Nigeria
    (Department of Special Education, University of Ibadan, 2015-07) Osisanya, A.; Odili, J. N.
    Students with hearing impairment find it difficult to use and adjust to assistive technologies due to some psychological factors. This in turn tends to have great influence on their academic performance and psycho-social interactions with people around them. Consequently, this study, therefore, investigated some psychological factors as determinants of the use and adjustment to assistive technology by students with hearing impairment in tertiary institutions in Oyo State, Nigeria. Descriptive survey research design was adopted for the study, as purposive sampling technique was used to select the sixty respondents from two tertiary institutions in Oyo state. This study raised and answered three research questions tested at 0.05 level of significance. Multiple regression and Pearson's Product Moment Correlation (PPMC) were used as statistical methods of data analysis. The findings of this study revealed a significant relationship among the psychological factors: personality (r-0.402, P<0.05); self-esteem (r=0.309, P<0.05); and locus of control (r=0.800, P<0.05) on the use and adjustment to assistive technologies by students with hearing impairment in tertiary institutions. The study also established joint influence of the independent variables on the dependent variables (F=34.662, P<0.05). The results yielded a coefficient of multiple regression which implies that the three independent variables jointly accounted for the use and adjustment to assistive technology by students with hearing impairment. Personality factor (β=0.707, t-5.173, P<0.05); self-esteem (β=0.664, t=2.310, P<0.05); and locus of control (β=0.751, t=8.502, P<0.05) had relative influence on the use and adjustment to assistive technology by students with hearing impairment. Assistive technologies are effective in boosting the performance of students with hearing impairment in tertiary institutions. Therefore, the psychological factors of students with hearing impairment should be enhanced before introducing assistive technology. Students should be taught how to develop the right attitude towards the use of assistive technologies.
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    Effects of Emotional Intelligence and Locus of Control on the Psychological Well-Being of Adolescents with Visual Impairment
    (2011) Ajobiewe, A. I
    Psychological well-being of adolescents with visual impairment has been a source of great concern. Most often, efforts have been focused on academic progress, achievements and performance, with very little attention given to their psychological well-being. The attainment of a good quality psychological well-being of adolescents with visual impairment is observed to be fundamental in order to cope with the challenges imposed on them by their visual impairment. Observably, the documented training programmes on Emotional intelligence and Locus of Control focused on adolescents without visual impairment. This study, on the contrary investigated the effectiveness of emotional intelligence and locus of control training in enhancing the psychological well-being of adolescents with visual impairment in Oyo and Ondo States, Nigeria. A Pretest-posttest, control group, quasi experimental design with 3x2x2 factorial matrix was adopted. The sample consisted of one hundred and twenty participants with visual impairment. Ninety-one totally blind and twenty-nine partially sighted adolescents were drawn from three integrated secondary schools purposively selected for the study; junior secondary school classes I and II and senior secondary school classes I and II. They were randomized into the two treatment conditions (Emotional Intelligence and Locus of Control) and the control group. Two instruments – Snellen Scale (Screening Scale) and the adapted version of Ryff’s Scale of Psychological Well-being (r=0.77) were used. Seven null hypotheses were tested at 0.05 level of significance, data were analysed using Analysis of Covariance (ANCOVA) and Duncan post hoc test. There was significant main effect of treatment on the psychological well-being of the participants (F(2,107) = 21.02; p<0.05). The Emotional Intelligence group had the highest post-test psychological well-being mean score (x= 80.0), followed by the Locus of Control group (x=75.1) and then the control group ( x = 61.5). Type of visual impairment had no main significant effect on the participants’ psychological well-being though the partially sighted obtained higher post-test psychological well-being score ( x = 74.9) than those with total blindness ( x =71.1). Gender had no significant main effect on psychological well-being of adolescents with visual impairment. Male participants recorded higher mean score ( x = 72.1) while female participants had mean score ( x = 70.1). Also no significant interaction effects of treatment, gender and type of visual impairment on the psychological well-being of participants were observed.Emotional intelligence and Locus of control training were effective in enhancing the psychological well-being of adolescents with visual impairment. Therefore, the two treatments were recommended for use in managing adolescents with visual impairment. It is recommended that adolescents with total blindness should be exposed to more therapeutic treatments in order to improve on other areas of psychological problems