INSTITUTE OF EDUCATION
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Item Influence of parental involvement and students' emotional intelligence on the academic achievement of first-year students in Nigerian universities(Department of Guidance and Counselling, University of Ibadan., 2018-06) Babatunde, E. O.The current state of education in Nigeria as evidenced by student’s performance at the undergraduate level examinations has been worrisome. The low performance has generated much concern for stakeholders in education. Varied problems might be responsible for this poor performance which includes parental involvement and emotional intelligence. This study investigated parental involvement and students’ emotional intelligence on academic achievement among undergraduate students in Nigerian Universities. The study is a survey research using multistage sampling technique. Three instruments- Parental Involvement Rating Scale (r= 0.75), Students’ Emotional Intelligence Scale (r=0.73) and General Study Achievement Test (r=0.69) were used for data collection. Data collected from 500 respondents selected proportionate to size from three universities owned by federal, state and private owners was analysed using frequency counts, percentages, Pearson product moment correlation and multiple regression at p<0.05 significance level. Results show that 358(71%) respondents claimed that they helped their children make good grades in school. More students 383(78%) reportedly agreed that they understood their emotion. The highest relationship was between social awareness and academic achievement. (r= 0.188). Among the predictor variables, self-awareness was the most potent and contributed most to the model (that parental involvement and students’; emotional intelligence should he improved in the university system.: Town and gown should be encouraged in ensuring that parents' are f involved in: university collaboration. Lecturers should monitor and understand their students’ emotional intelligence in the process of teaching and learning. = 0.324); followed by social awareness (β = 0.13,6); and then academic support (β = 0.115). There existed a linear relationship between the predictor variables and the criterion variable. Seven predictor variables accounted for 13.6% (Adjusted R2= 0.136) of the variance in students’ academic achievement. It was recommended that parental involvement and students’; emotional intelligence should he improved in the university system. Town and gown should be encouraged in ensuring that parents' are involved in: university collaboration. Lecturers should monitor and understand their students’ emotional intelligence in the process of teaching and learning.Item Influence of school absenteeism, peer influence and parental factors on students’ achievement in basic science and technology in Ibadan Metropolis(Department of Human Kinetics, University of Ibadan, 2018) Babatunde, E. O.A school is a place of learning in morality and inculcating discipline in students. It is established as the agent of the society to mould the habits, interest, attitudes and feelings of children and transmit societal norms, culture, values’ and traditions from one genera/ion to another. In spite of the advantages of schooling, some students do not attend classes and the situation in the secondary schools regarding the issue of absenteeism has damaging effects on students’ academic achievement. Therefore, this study examined the impact of school absenteeism, parental factors and peer influence on the academic performance of junior secondary school basic science and technology students in Ibadan metropolis. Five research questions guided this study. The study is a survey with a population of 143,692 junior secondary school students in Ibadan metropolis from where 800 students were selected using simple random sampling technique. Three instruments used are: “Students Attendance Record” (SAR) obtained from the school register. “Parental Factor and Peer influence Questionnaire (PFPIQ), r=0.82 and “Students Achievement Test” SAT) r=0.79. Data collected was subjected to descriptive analysis of frequency counts, percentages and mean and inferential statistics using Pearson Product Moment Correlation and Multiple regression analysis at 0.05 level of significance. The result showed a significant relationship between absenteeism and students’ achievement (.r=.284*, N=1091, p. 05). There was a positive significant relationship between peer influence and students’ achievement (r = 247*, n - 1091, p<. 05), absenteeism from school, lack of positive support from parents and peer influence affects students’ academic performance. Therefore, parents should support their children and monitor their activities while strong ties should exist between the school and the home to prevent absenteeism and negative peer influence.