DEPARTMENT OF GUIDANCE AND COUNSELLING
Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/465
Browse
5 results
Search Results
Item question types as predictors of academic performance in English Language among secondary school students in Lagos main land, Lagos State, Nigeria(Association for the Advancement of Vocational Education, Nigeria, 2016) Fehintola, J. O.; Ojerinde, T. M.This study investigated teacher question types i.e. open ended question types and close ended question types otherwise known as divergence question types and convergence question types (evaluation, inference, problem solving, comparison, application and knowledge) as predictor of academic performance among senior secondary school students in selected local government area of Lagos state. The participants were two-hundred and fifty. Three research questions were raised and tested using Pearson Product Moment Correlation and Multiple Regression Analysis. An English language achievement test consisting of open ended question types and close ended question types was used to collect data. The findings revealed that there was significant positive relationships between inference question type (r = 0.238, p < 0.05); problem solving question type (r = 0.229, p< 0.05); knowledge question type (r = 0.476, p< 0.05) while there was no significant relationship between evaluative question type (r = 0.118, p<0.05), comparison question type (r = 0.152, p < 0.05), application question type (r = 0.019, p < 0.05) on academic performance in English language among the participants. The result shows a coefficient of multiple correlations (R) of 0.996 and a multiple R square of 0.992. This means that six variables jointly accounted for 99.2% of the variance in the academic performance of students in English language. The independent variables made positive relative contribution to academic performance in English language in the following order: application question types ( = .396, t= 67.721, p < 0.05) followed by comparison question type ( = .365, t= 54.764, p<0.05), followed by inference question types ( = .296, t= 49.304, p<0.05) followed by problem solving question type ( = .273, t= 41.326, p<0.05) followed by evaluation question type ( = .237, t= 39.621, p<0.05) and finally knowledge question type ( = .230, t= 39.531, p<0.05) in that order. Based on this the teachers should be allowed to attend in-service training on tests construction and the different types of questions so as to avoid setting questions that are based on lower order of thinkingItem Evaluation of Nigerian teachers performance by some selected parents in Oke-Ogun Local Government Education Areas of Oyo State, Nigeria(MCSER Publishing, Rome-Italy, 2015) Fehintola, J. O.From time immemorial, teaching has remained a complex process. This complexity stems from the general belief that anybody can teach. Beginning from the housewife who taught her daughter how to prepare food to a roadside mechanic who taught his apprentice how to service a car, it is the act of teaching that has taken place. The above impression of teaching also affects the societal perception of a teacher. Many people see nothing special in what a teacher does. Therefore, this paper is specifically focused on the perception of parents about how they perceive teachers and their duties in the ten Local Government Education Areas (LGEA) of Oke-ogun, Oyo state. A sample of 673 participants was taken for the study. This comprises of 391 men and 282 women with average age of 51.25years and standard deviation of 2.36years. Descriptive research design was used for the study and simple random sampling was used for the study. The study was carried out to identify the roles of the teachers as role models to the learners in the academic performance of learners in public examinations and in the mode of behaviour as means of providing solution to the problem. The manners in which they perform their duty are actually working against effective performance of our learners in schools and in their ways of life. The researcher recommends that the government should try as much as possible to inaugurate a very formidable monitoring group that will check the excesses of these teachers to forestall wastages in the educational sector. It is of the opinion of the researcher that if the abovementioned factors are put into consideration in teaching-learning process, there may be improvement in the performances and the behaviour of learners in our schools and society at largeItem Predictive values of senior school cCertificate examinations, University Matriculation Examination and socio-personal factors on academic performance of university freshmen in South West, Nigeria(2011) Fehintola, J. O.; Falaye, A. O.This study, examined relationship among freshmen were selected at random (1423 West African Senior School Certificate males and 1095 females). Secondary data (WASSC), Setor School Certificate were collected from the selected (SSC). University Matriculation Examination (UME) scores, age, sex and academic self-efficacy of academic performance of university freshmen in southwest Nigeria. The study adopted a descriptive survey design of ex-post-facto type. The five federal universities in the southwest were selected using purposive sampling and 2518 university universities' records office and admission office. The Academic Self-confidence Scale (a -0.86) was used as a measure of academic self-efficacy while personal data form Was used 10 collect demographic information. Seven research questions were answered in the study. Correlenion and Multiple Regression were used as tools of analysis. The six variables (WASSC, SSC, UME scores, age, sex and academic self-efficacy) when combined, accounted for 54.6% of the total variance in the academic performance. There was also significant contribution of the independent variables (age, sex, academic self-efficacy, SSC, WASSC and UME scores) on academic performance of the participants [F(5.2512) 26.13 p 0.05]. Also, the WASSC made the most significant relative contribution to the prediction of academic performance (B 0.349; 1= 8.134; p< 0.05); followed by SSC (B= 0.300, t 6.125, p 0.05); academic 0.144, t 2.760, self-efficacy (B 0.153, 1-3.812, p 0.05) and then, age (B p<0.05). However, sex and UME scores were not potent predictors of academic performance of University freshmen. The six independent variables (WASSC, SSC, UME scores, age, sex and academic self-efficacy) considered in this study were potent factors to academic performance of university freshmen. Based on these findings, WASSC and SSC could be regarded as adequate entry qualifications into the university. Counselling intervention programme aims at enhancing academic self-efficacy of freshmen should be mounted during orientation programmes in the universitiesItem Media usage, religiosity and gender as determinant of performance in chemistry subject(2016) Oloyede, G. K.; Ofole, N. M.This research was designed to investigate the effect of media usage, religiosity and gender on performance in chemistry subject. This study employed survey research design. Two hundred participants (66 males and 134 females) drawn from public Senior Secondary Schools in Ibadan North Local Government Area, Oyo State constituted the study’s sample. The instruments used to collect data included four structured questionnaires - Academic Performance Questionnaire in Chemistry (APQC) (α = .914), Media Questionnaire (MQ) (α = .792), Religiosity Questionnaire (RQ) (α = .735), and Gender Questionnaire (GQ) (α = .899). Chemistry Achievement Test (CHAT) was used to determine performance level and ability difference between male and female. Four research questions were answered and three hypotheses were tested at 0.05 Alpha level of significance. Data were analyzed using Pearson’s Product Moment Correlation and Multiple Regression Analyses. The findings of this study showed that media (r=0.119, df = 199, P< 0.05) is a significant correlate of academic performance in chemistry while religiosity (r= 0.057, df = 199, P> 0.05) and gender (r=0.032, df = 199, P> 0.05) are not. It was also revealed that the three independent variables (media, religiosity and gender) are not joint predictors of academic performance in chemistry (R = 0.125, R square = 0.016, p<0.05). It was evident from the findings that media (beta=.112, 11.2%, t=1.552, p<0.05) had the highest significant contribution to academic performance in chemistry. The results also showed that there is no statistical difference in the ability of male (x=3.89, SD=1.609) and female (x=4.01, SD=1.573) even though 59.5% of the students scored less than 50 in Chemistry Achievement test. The study, therefore, concluded that media is a potent correlate and significant determinant of performance in public Senior Secondary Schools in Ibadan North Local Government Area, Oyo State, Nigeria while religiosity and gender are not.Item Impact of metacognitive Awareness, self-efficacy and Locus of control on academic Performance of senior Secondary school students in Ibadan(Institute of Education, University of Cape Coast, 2015-12) Ogundokun, M. O."The study examined the impact of metacognitive awareness, self-efficacy and locus of control on academic performance of Senior Secondary School students in Ibadan. Descriptive survey research design was adopted for this study. A multi-stage random sampling technique was employed in selecting 420 participants from 12 secondary schools in Ibadan for the study. Their ages ranged between 12 years and 18 years with the mean age of 12.6 years and the standard deviation of 1.15. Three valid and reliable instruments were used to assess metacognitive awareness, academic self-efficacy and locus of control while achievement tests on English Language and Mathematics were used as a measure of academic performance of the participants. Multiple regression was used to analyse the data. The results revealed that metacognitive awareness, academic self-efficacy and locus of control were potent predictors mildly associated with academic performance. The study has implications for teachers, counsellors and educational psychologists to appropriate counselling intervention programmes and enabling environment. By so doing, the academic performance of the students could be improved barring all other teaching-learning obstacles "