DEPARTMENT OF GUIDANCE AND COUNSELLING
Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/465
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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. "