DEPARTMENT OF GUIDANCE AND COUNSELLING

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    "Effects of school environment, culture, parental involvement and student-teacher relationships on achievement motivation among senior secondary school students in Ibadan metropolis "
    (2014) Ogundokun, M. O.; Satoye, T. E.
    The study examined the effects of school environment, culture, parental involvement and student-teacher relationships on achievement motivation among Senior Secondary school students in Ibadan metropolis. Descriptive survey research design was adopted for this study. A multi-stage random sampling technique was employed in selecting 500 participants for the study from 15 secondary schools in Ibadan. Their ages ranged between 12 years and 20 years with the mean age of 12.4 years and the standard deviation 1.42. Pearson's Product Moment Correlation and Multiple regression analyses were used to analyze the data. The results revealed that School Culture, Parental involvement School environment and Student-teacher relationships had joint effects on the achievement motivation among Senior Secondary School students but Parental involvement is the most potent factor that has great effect on the achievement motivation among students. This research indicates that counselling psychologists, teachers and the administrators should focus on building enabling environment and develop cordial interpersonal relationship with the students. Parents need to be informed that they can contribute to the education of their children through encouragement, provision of learning materials, good relationship with teachers and active assistance among other strategies.
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    Learning style, school environment and test anxiety as correlates of learning outcomes among secondary school students
    (Ife Center for Psychological Studies and Psychologia (Ghana) Ltd, 2011) Ogundokun, M.O.
    "The study investigated learning styles, school environment and test anxiety as predictors of learning outcomes among secondary school students. The participants were three hundred senior secondary two students randomly selected from randomly selected secondary schools in Iseyin Local Government Area of Oyo State. Their age ranged between 12 and 19 years with mean age of 15.4 years and the standard deviation of 4.56. The participants were administered four valid and reliable instruments to assess the predictors of learning outcomes among the students (learning styles, school environment and test anxiety). Pearson’s Product Moment Correlation and Multiple regression analysis were used to analyse the data. The result demonstrated that learning styles, school environment and test anxiety jointly predicts the learning outcomes but test anxiety is the most potent predictor of learning outcomes. The implications of the findings for educational and counselling practice were highlighted. "