DEPARTMENT OF GUIDANCE AND COUNSELLING
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Item School related variables as correlates of performance in biology among senior secondary school students in Ibadan North Local Government Area of Oyo State, Nigeria(Department of Social Work, University of Ibadan, Ibadan, Nigeria, 2014-06) Adeyemi, A. O.This study examines school related variables as con-elates of performance in Biology among senior secondary school students in Ibadan North Local Government Area of Oyo state. A sample of 286 students was randomly selected among thirteen secondary schools in Ibadan North Local Government Area of Oyo state. Four reliable measuring scales on school related factors were used as well as Performance in Biology test with reliability coefficient of 0.79. Three research questions were raised and analysed with Pearson Product Moment Correlation and Multiple Regression Analysis. A significant combined contribution of the independent variables (class size, peer influence, time management, laboratory facilities and study habit) to the prediction of performance in Biology was found. This suggests that the five independent variables combined accounted for 21.3% (Adj. R2= .213) variation in the prediction of performance in Biology. The study also shows that four out of five predictor variables (class size, time management, laboratory facilities and study habit) are potent predictors of performance in Biology. The most potent factor was study habit. This is followed by class size, laboratory facilities and time management. But peer influence is not a potent predictor of performance in Biology. This implies that an increase in study habit, lime management and laboratory facility will increase the tendency for an improved performance in Biology of the students. But the larger the class size, the lesser the tendency for an improved performance in Biology by the students. Among others, it was recommended that school teachers and school counselors or social workers should help students to develop a good study habit and time management which can be done through the organisation of seminars. Educational bodies and ministry of education should endorse the reduction and enforcement of appropriate teacher-students' ratio so as to enhance effective learning and conducive learning environment for better performance in Biology as a subject by the students.Item Emotional intelligence and academic achievement: the moderating influence of age , intrinsic and extrinsic motivation(African educational research network, 2010-12) Ogundokun M.O.||Adeyemo D.A.The study examined the moderating influence of emotional intelligence, age and academic motivation on academic achievement of secondary school students. The study adopted a survey research design. The participants in the study were 1563 (male=826, female=737) secondary school students from Oyo state, Nigeria. Their age ranged between 12 years and 17 years with mean age 0f 15.96 years. Two valid and reliable instruments were used to assess emotional intelligence and academic motivation while achievement test on English Language and Mathematics were used as a measure of academic achievement. Descriptive statistics, Pearson’s product moment correlation and hierarchical regression were used to analyse the data. The result revealed that the Emotional Intelligence, Age and Academic Motivation were potent predictors mildly associated to academic achievement. The study has implications for the curriculum developers to integrate emotional intelligence into the school curriculum of secondary school. That teachers, counseling and educational psychologists should encourage the development of a strong achievement motivation in the students through the provision of appropriate counseling intervention programmes and enabling environment. By so doing, the academic performance of the students could be improved barring all other teaching-learning obstacles.Item Effects of cognitive learning styles on the academic achievement of secondary school adolescents: implications for counselling(2009) Ogundokun M.O."The purpose of this study was to investigate the effects of cognitive learning styles on the academic achievement of adolescent in secondary schools in Ibadan. Descriptive survey research design was employed. A total of 500 (male 267; female 233) adolescent students randomly selected from ten secondary schools were involved in the study. Their age ranged between 12 and 15 with mean age of 13.5 years. The academic records of the students were obtained from their principals. Student t-test statistic and Pearson's product moment correlation was used to analyse the data collected. Results indicated that there was a significant influence of gender on the academic achievement of male and female students; also a significant relationship was found between the cognitive learning styles and academic achievement of the students. The implications of the findings from this study are that educational and counselling psychologists could use cognitive learning styles as variables to predict the academic achievement of the students. Teachers should also provide active learning opportunities rather than chalk and talk, provide immediate feedback and emphasize mastery over performance goals. "