COUNSELLING 
AND BEHAVIOURAL 
STUDIES JOURNAL
UNIVERSITY OF IBADAN LIBRARY
COUNSELLING AND 
BEHAVIOURALSTUDIES 
JOURNAL
VOL. 5, No 1
JULY, 2015
UNIVERSITY OF IBADAN LIBRARY
ii Counselling and Behaviourol Studies Journal-Vol. 5, No 1
© Counselling and Behavioural Studies Journal2015
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ISSN: 2315-7518
Published by thè
DEPARTMENT OF GUIDANCE & COUNSELLING,
Faculty of Education, University of Ibadan, Ibadan.
For
COUNSELLING ASSOCIATION OF NIGERIA
(Oyo State Chapter)
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UNIVERSITY OF IBADAN LIBRARY
Col.: ■. .ling and Behuvioural Studics Journal-Vol. 5, No 1
Contents
Counseliing against Multifarious Abuse
E. A. Akinade......................................................... .................... 1 -  20
Moral Education in IsIam: A Panacea for 
Eradication of Nigerian Politicai Corruption for 
Sustainable Development
Abdulaziz limar Yandaki........................................................... 21 -  29
Eradication of Corruption in Nigerian Educational Sector
Fareo Dorcas Olureml & Obasoro Caroline Babasola................ 31 -  43
Abuse in thè Nigerian Educational System
Araromi M. A. & Salami Y.A ..................................................... 45 -  53
Gender Based Violence against Women in Nigeria:
Meaning, Causes, Types, Effects and 
Management through Counseling
Adedigba Chris Gbade &Olabanji Oluseyi Olutosin...................55 -  68
Counseliing As Church Response for thè
Eradication of Abuses That Dehumanize Children
Oluwakemi Bolatito Babarinde................................................ 69 -  80
Leadership of Caliph limar Bin Al- Khattab as a 
Role Model for Sustainable 
Good Governance in Our Society
Olawuwo Abdul Fatai Ayinla.................................................... 81 -  94
Socio-Cultural, Economie and Gender Factors as 
Determinants of Violence against Women in Ibadan,
Nigeria: Implications for Social Welfare Counseliing
Adebowale, Titilola Adedoyin................................................ 95 -1 1 0
UNIVERSITY OF IBADAN LIBRARY
viii Counselling and Behavioural Studies Journal-Vol. 5, No 1
Culturai And Economie Impediments toWomen Education, 
Health and Employment in thè 21st Century Nigeria 
Akinsanya, Adebayo Olatunde &
Akinsanya, Omolade 0 ..........................................................
Etiological Perspectives of Corruption in Politics 
and Governance in Nigeria: Reality Suggestions for 
Effective Solution
Sunday G. Olawale................................................................. ..129-147
Assessment of Factors Causing Examination 
Malpractices among Learners in Oyo State, Nigeria 
Fehintola, J. Olusola............................................................... ..149-165
The Relationship between Learning Styles,
Teachers Personality and Academic
Performance of Gifted Underachieving Students in Nigeria
Adelodun, G. A & Okesanjo T. Y ............................................ ..167-186
Peer Rejection in Schools:
Psychological Implications and Interventions
Anne B. Ikporukpo.................................................................. ..187-197
An Investigation in to thè Counselling Preventive 
Measures in Curbing Sexual Abuse Incidences in 
Nigerian Educational System
M. J. Haruna & B. M. Liman................................................... ..199-208
Misuse of Achievement and Psychological Tests:
It's Implication for Qualitative Assessment and Counselling 
Adepoju Olufemi Adetunji &
Ogunlade Oludele Olagoke.................................................... ..209-214
Child Labourin Nigeria: Causes and Consequences for 
National Development and Implications for Counselling 
Awoyemi V. K. & Osobisi, D. A............................................... ..215-229
UNIVERSITY OF IBADAN LIBRARY
Counselling ond Behavioural Studies Journal-Vol. 5, No 1 ix
Eradicating Dehumanization of People with 
Special Needs through Abuse Reduction 
Adediran, Olusola Akintunde&
Siyanbola, Olalekan Isaac..........................................................231 -  242
Moderating Effect of Gender and Religiosity on 
Prosocial Behaviour of !n-School Adolescents in 
Oyo State, Nigeria 
Muraina Kamilu Olanrewaju &
Eduviere Kenneth Ogheneburie................................................243 -  253
Procrastination: Cumulative Record Folder as A 
Managing Counselling Tool in Nigeria
Awoyemi E.A...............................................................................255-262
Counselling Against Child Trafficking 
Olaojo, Olubanke Adeleye, Ayansiji, 
Foluke Oyenike & Ojokheta, Paul.... 263-281
UNIVERSITY OF IBADAN LIBRARY
THE RELATIONSHIP BETWEEN LEARNING STYLE, TEACHERS 
PERSONALITY AND ACADEMIC PERFORMANCE OF GIFTED 
UNDERACHIEVING STUDENTS IN NIGERIA
Adelodun, G. A
Department Of Special Education and Rehabilitation Sciences, 
Faculty of Education, University Oflbadan 
E-mail: Dradelodun2@Gmail.Com, 08164358664
Okesanjo T. Y
Department Of Special Education and Rehabilitation Sciences, 
Faculty of Education, University Of Ibadan 
E-mail: Xtietoyin@Gmail.Com, 07039574558
Abstract
This paper examines thè relationship between learning style, teachers' 
personality and academic performance of gifted underachieving 
students. Education is a continuing process to develop an individual's 
potential towards academic performance with various skills that are 
holistic and integrated. Gifted underachieving students may not believe 
that they can do well. A lack of confidence in their skills inhibits them 
from attempting tasks in which they do not believe they can succeed, 
therefore this study examine thè causes of underachievement as well as 
characteristics of gifted underachievers as they may seem rebellious, 
show marked hostility towards adult figures and generai distrust of 
adults among others. In addition, thè influence that learning style and 
teachers' personality bave on academic performance of gifted 
underachieving students were discussed as well as meaning and 
concept ofvariables of interest such as gifted underachievers, learning 
styles, teachers' personality and academic performance. It was 
concluded that if unchallenging scholastic environments produce 
underachieving gifted students, then providing intellectual challenge 
and stimulation at all grade levels should decrease underachievement. 
Finally, it was recommended that teachers should design teaching and 
learning methods that are best suited for thè individuai style of each 
student. Furthermore, students' thinking style should be included in thè 
teacher education programme. Such knowledge will enable tgachers to
UNIVERSITY OF IBADAN LIBRARY
168 Counselling and Behavioural Studies Journal -  Voi. 5, No. 1
develop effective teoching methods and pedagogica! strategies to 
respond to thè diverse thinking styles ofstudents in Science classroom.
Keywords : Learning style, Teachers' personality, Academic
performance, Gifted underachievers.
Introduction
As thè drive for teaching, understanding and higher order thinking gains _ 
momentum in our schools and society, it has being discovered that 
there is need for deeper investigation into thè conditions necessary for 
its success. Since teachers1 knowledge and beliefs are important factors 
in determining thè effect of any educational endeavour, it is important 
to study them in thè context of teaching thinking. Despite thè attention 
paid to a broad definition of outcomes, however, academic 
performance remains centrai. There is no question that much is 
expected from our education System in terms of preparing future 
citizens, workers, and leaaers. To that end, schools are expected to 
influence students' learning, socialization, and even vocational 
preparedness.
Attempts have been made by many researchers to tackle thè 
complexities surrounding academic performance. Such attempts are 
thè poor academic performances that were recorded both at thè 
secondary and tertiary levels of education in Nigeria by Tenibiaje 
(2009). The performance of students at all levels in educational 
institutions in Nigeria has attracted much criticisms from all and sundry 
from time immemorial. The decline in thè academic performance of 
students in Nigerian Universities had been observed by Soyinka (1999), 
when he observed that University System in Nigeria needed 
restructuring. He went further to say that academic standard had fallen 
drastically and thè quality of graduates being produced by thè nation's 
universities is questionable and subject to re-examination. Poor 
academic performance of students has been of great concern to 
educationists, guidance and counsellors in particular. Despite, all 
guidance programmes and counseling strategies mounted in schools to 
improve students7 academic performances yet poor performances are 
recorded yearly. Psychologists have put forward a lot of reasons why 
these disparities in performance exist. Serious attention had been paid 
to external factors such as type of school, teaching methods, school
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Adelodun, G. A iS Okesonjo T. Y 169
location, instructional materiais, teachers experience, learning style of 
students (WAEC, 2005). Lots of money is being spent by many in order 
to secure good schools either for their children or themseives and those 
who can afford it even invest on education abroad as they believe this 
will enhance performance, and which in turn gives an added advantage 
in terms of securing gainful employment. Opinions vary as to why some 
students exce! academically while others appear to be underachievers.
Education is a continuing process to develop an individuali 
potential towards academic performance with various skills that are 
holistic and integrated. Students' academic performance acts as a 
gauge to measure what have been learnt in a specific duration of time. 
Each student is unique and different in all aspects. Therefore, 
employing thè correct learning styles is very important in improving 
academic results. Learning styles could be described as a studenti 
consistent way of responding to and using stimuli in thè context of 
learning. Thus, learning styles are not reaily concerned with "what" 
learners learn, but rather "how" they prefer to learn. Similarly Baharin 
Abu (2007) found out that students' performance increased when 
learning and teaching done suits their learning styles. !f students' 
learning styles suit thè course they are taking, it will have a positive 
effect on their academic performance (Yahaya & Abdul Karm, 2003). 
Therefore, students who employ effective learning styles usuaily obtain 
excellent academic achievement and are able to secure a place in 
higher institutions or a position in thè work sector. The findings by 
Mohamad ,Zainol, Abbas , Helan, & Kiranjit (2011) posited that thè 
importance of knowing one's learning styles is essential and cruciai for 
every student. Teachers' teaching styles ateo need to be adjusted to thè 
students' learning styles so as to build conducive iearning and teaching 
environment. Teachers' teaching styles too need to be adjusted to suit 
thè students' learning styles so that a conducive learning and teaching 
environment can be developed. Thus, it is vital that students' learning 
styles be known and used as a guide or reference for teachers to be 
more sensitive to their students' learning needs (Fedler and Spurlin, 
2005).
Several recent researches show that students' academic 
performance is influenced by their learning styles (Rasimah & Zurina, 
2008). In relation to that, it is very impgrtant to understand students' 
learning styles so as to increase students' performance in academic
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170 Counselling and Behavioural Studies Journal -  Voi. 5, No. 1
(Brown et al., 2006; Graf and Kinshuk, 2007). According to thè study 
done by Sriphai, Damrongpanit and Sakulku, (2011) thè effectiveness of 
learning styles is seen also as a factor towards success in thè learning 
process besides effort and hard work. Personality is thè sum total of thè 
characteristics that differentiates people, or thè stability of an 
individual's behaviour across different situations. In other words it 
means those qualities an individuai is noted for. Academic performance 
is defined or regarded as participants' examination grades (Grade point 
average) at thè end of a particular programme. It could also be seen as 
thè level of performance in a particular field of study. Higher scores 
indicate better academic performance (Egbule 2004). The Nigerian 
society places great emphasis on education because it is believed to be 
thè only avenue for national development. However, this can only be 
achieved if undergraduates who are in thè citadel of learning get 
actively involved in academic activities which will enhance their 
academic performance. Traits on thè other hand are "enduring 
dimensions of personality characteristics which differentiates people 
from one another" (Colman, 2003 in Daminabo 2008). Traits are 
therefore thè sum total of stable characteristics in a person across 
different times and situations, which make him or her unique or distinct 
from others. This agrees with thè definition by Mischel 1981, (in 
Agbakwurus, 2000) which refer to personality traits as consistent 
differences between thè behaviors characteristic of two or more 
people. It is also defined as "any distinguishable, relatively enduring 
way in which one individuai varies from another" (Guliford, 1959 in 
Agbakwuru 2000).In line with this, there has been an increasing interest 
in thè big five personality traits and thè role they play as regards 
academic achievement of students. Of particular interest is thè role 
that these traits play in thè academic achievement of secondary school 
students.
Moreover, all these scholars agree in principle that schools do 
affect academic performance of students. It is generally assumed that 
students who show better or higher performance in thè junior classes 
of their academic pursuit also perform better in future academic years 
at degree level. Everyone can be surprised with this assumption if it 
could be proved scientifically. From thè last two decades it has been 
notijed significantly that there is great addition in research literature 
and review materials relating to indicators of academic achievement
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Adelodun, G. A & Okesonjo T. Y 171
with much emphasis on this dialogue, whether traditionai achievement 
measures of academic performance are best determinants of future 
academic gain at university or higher leve! or innovative measures. 
Grades are composite measures that account ,not oniy for students' 
content mastery but often for other factors, such as their class 
participation, attitudes, progress over time, and attendance. Students 
approach to their own learning style have essential role in educational 
outcomes (Leung and Weng, 2007) so, thè instructor's recognition with 
learner's learning style is imperative (Leung and Ivy, 2003) for both of 
them because it makes thè learning adorable Abidin, Rezaee, Abdullah, 
and Singh,(2011) identified that successful students learn in several 
ways, most of thè time, their learning style become dominant on other 
styles.
Learning styles are simply different approaches or ways of 
learning. It is probably thè simplest definition but it does not explain 
precisely what an individuai need to do. For deeper meaning learning 
style can be described as thè ways in which an individuai 
characteristically discovers, acquires, retains and retrieves information 
when thè need arise. Students actually learn in many ways depending 
on thè teaching styles, some learn easily and quickiy by reasoning 
logically and intuitively while some learn by seeing and hearing. 
Moreover, individuals can exhibit different learning style in different 
contexts, and adding on a new credible way of processing information 
can only enhance a person's ability to make smart decisions in life. In 
order to help all students become thè best thinkers they can be, may 
require not only expanding people's ideas of what good thinking is, but 
also finding ways to persuade students of thè value of using thinking 
strategies that may, at first, feel strange and uncomfortable. Hence, 
identifying own learning styles and strategies could be very beneficiai 
both for students and for teachers. While working on students' learning 
styles teacher should consider his own learning style because it is likely 
that this style influences teacher's teaching style.
Teachers are thè mainstay of thè educational System (Afe, 
2000). According to Ferdinand (2007) effective teaching entails a clearly 
formulated objective illustrated instruction and effective evaluation 
technique. Literature is replete on studies documenting thè relationship 
between teaching effectiveness and students' academic performance. 
This mental image.of oneself influences a person's identity, self-
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esteem, body image, and role in society. As a global understanding of 
oneself, seif-concept shapes and defines who an individuai is, thè 
decisions people make, and thè relationships we form. Proper teaching 
cannot be done in isolation of who thè teacher is.
Personality to thè layman means how huge or how small an 
individuai is. it also means thè individuali skilis in handling situations or 
social interactions. However, personality is much more than these. 
From thè acaaemic point of view, personality means a hypothetical 
construct used to account for observed irregularities or inconsistencies 
in thè behaviour of an individuai that differs from those behaviours of 
some other individuals (Stand and Wrightsman, 2001). Onyejiaku 
(2008) also defined it as thè organization of human behaviour, thè 
changing nature of personal growth, thè psychological and genetic basis 
of actions, and thè motivational and naturai emotional determinations 
and individual's behaviour in certain situations. With these scientific 
definitions of personality presented above, one can point out some 
common features that cut across them.
Fauziah, Noran,Yaakub (2005) stated that thè appropriate 
methods and teaching strategies can be evaluated when teaching 
objectives are met. Syllabus given should be suitabie to thè situation in 
which it is to be used. The content of thè syllabus has to be appropriate 
and specificaily state what it does. It has to also ensure its attainability 
to thè majority of learners for whom it is intended. As stated by Fauziah 
et. al (2005), when it comes to achieving thè target outeomes, teachers, 
students and methods are interdependent on each other so as to allow 
maximum learning. Fauziah et. al (2005) also mentioned that a good 
method may be useless for a teacher who does not know how to use it. 
Due to thè need of improving thè teaching profession as well as 
academic performance of students, this study focuses on how teacher's 
personality may influence their teaching effectiveness and assisting thè 
education of thè gifted underachievers. Gifted underachievers are 
those individuals who have been identified to be gifted and who have 
thè potentials to exhibit superior performance on measures of 
expected achievement, but their actual performance always fall below 
what their potentials indicate (Reis and McCoach, 2000). By 
understanding thè reiationship between personality of teacher, 
teaching effectiveness and learning style of students, it would help to 
identify which personality infljjences their teaching effectiveness, so
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Adelodun, G. A & Okesanjo T. Y 173
that they may use or select thè best teaching method that suits their 
personality to make their teaching become more effective. 
Effectiveness of teaching depends on how thè teacher selected thè 
teaching method. As stated by Fauziah Noran, Yaakub, (2005), it is 
important for teacher to put into consideration thè categories of 
student to be taught in order to select thè appropriate teaching 
methods because these determine thè effectiveness and quality of 
teaching. The implication is that thè suitability of teachers' personality 
to teaching methods employed will lead to effectiveness in teaching 
and improvement in academic performance of gifted underachievers.
Meaning and Concept of variables of interest Gifted underachievers
Gifted underachievers are those who have shown exceptional 
performance on a measure of intelligence but who, nevertheless, do 
not perform as well as expected for students of thè same age on school 
related tasks. They may lack thè motivation to achieve and will need 
intervention strategies to enable their giftedness to be identified. 
Underachievement may result when a gifted student exhibits behaviors 
that prevent thè student from achieving their potential. Most 
commonly it is defined as a discrepancy between performance and an 
ability or achievement measure. There are three types of 
underachievers: those with low grades and test scores despite 
indication of high ability, low test scores with high grades, low 
performance despite high test scores in some subjects. Gifted 
underachievers tend to be particularly sensitive to teachers who are 
criticai, rigid, officious, and unsympathetic (Fine, 1967). There are many 
teachers who have negative attitudes toward gifted students who resist 
conformity. Teachers who emphasize order, control, and conformity 
tend to promote more structured and less innovative styles in their 
students. Emerick (1992) found that gifted underachievers exhibited 
independence of thought and judgment, willingness to take risks, 
perseverance, above-average ability, creative ability, and an intense 
love for what they were doing.
Learning styles
Learning is a lifelong process and each individuai have distinctive 
characteristics as personality theorists claim that each individuai is 
unique, similarly, they learns in different way as Reiff (1992) argues that
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174 Counselling and Behaviaurat Studies Journal -  Voi. 5, No. 1
every learner's attributes are relate to his/her learning process; that 
might due to biological, psychological or sociologica! differences. 
Grasha (1996) elaborated his own learning style questionnaire which is 
based on social interaction. Learning is style is as much important for 
students as for teachers because both are inalienable as Manochehr 
(2007) claimed that match between them resulted better student 
achievement. Abidin, Rezaee, Abdullah & (2011) identified that 
successful students learn in several ways, most of time their learning 
style become dominant on other style. Many people recognize that 
each person prefers different learning styles and techniques. Learning 
styles group common ways that people learn. Everyone has a mix of 
learning styles. Some people may find that they have a dominant style 
of learning, with far less use of thè other styles. Some examples of 
learning styles are as follows:
« Visual (spatial). Individuai prefer using pictures, images, and 
spatial understanding.
9 Aura! (auditory-musical). individuai prefer using sound and 
music.
® Verbal (linguistic). Individuai prefer using words, both in 
speech and writing.
® Physical (kinesthetic). Individuai prefer using your body, hands 
and sense of touch.
® Logicai (mathematica!). Individuai prefer using logie, reasoning 
and systems.
® Social (interpersonal). Individuai prefer to learn in groups or 
with other people.
® Solitary (intrapersonal). Individuai prefer to work alone and 
use seif-study.
Teachers' personality
Teachers' personality is a collection of his/her emotions, thought and 
behavioral patterns that are unique to him/her and relatively stable 
over time. The hope of a teacher's personality is thè personality ability 
(pertinacious, stable, mature, wise, and prestigious) and becomes a 
teacher having ethics for his or her students in other to emerge positive 
attitude for students. Experience shows that problems such as 
motivation, discipline, social behavior, achievement and continuous 
study *desire source from a teacher's personality. A teacher
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Adelodun, G. A& Okesonjo T. Y 175
performance can be rated by assessing thè measures of generai 
teaching practices such as teaching methods and strategies, classroom 
management, planning and organization of teaching. It means that 
personality could be a predictor of job performance as well as for 
teaching effectiveness. As stated by Curtis and Liying (2001), teacher 
performance is influenced by thè teachers' personality characteristics. 
Barrick and Mount (1990) mentioned that a great deal of published 
research selection has been geared towards understanding thè 
relationship between personalities constructs and job performance. 
Understanding thè personality of a teacher and thè job performance 
which is related to thè how thè teachers conduct their job especially in 
teaching, throws more light into how thè teacher's personality 
influence teaching effectiveness. The National Policy of Education 
States, "No Education System can rise above thè quality of teachers in 
thè System" (FGN, 2006). There is a need to focus on teachers' 
adequacy and competency in respect to their pedagogica! practices and 
strategies and mastery of thè curriculum and subject content (Chall & 
Popp, 1990; Stuart, 2004; Rodgers, 2001).
Academic performance
Academic performance could be described as thè standard of success 
that students are able to achieve based on learning from study, 
practical skills and experience. Academic performance is a complex 
student behavior and underlies several abilities, e.g., memory, previous 
knowledge or aptitude as well as psychological factors such as 
motivation, interests, temperaments or emotions, to name a few 
(Deary, Whiteman, Starr, Whalley, & Fox, 2004). Educational 
psychologists and researchers have argued that there are many 
determinants of academic performance (Chamorro-Permuzic & 
Furnham, 2003).
Causes of Underachievement
Academic excellence is not valued by many students. To avoid such 
criticism and be accepted by their social group, talented students often 
perform below expectations. While there are many other issues outside 
of school that can lead to underachievement, educators have little 
influence on change in these areas. Instead, people should look at thè 
causes of underachtevement that occur within thè schools and t?y to
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176 Counselling and Behavioural Studies Journal -  Voi. 5, No. 1
provide remedy to such deficiencies. One cruciai reason why talented 
students choose not to excel is that thè curriculum they encounter is 
often unchallenging and unmotivating. High ability students can master 
material at a much faster rate than average students, but they are 
rarely given thè opportunity to do so. Instead of coping with and 
trudging through their everyday work they simply refuse to do 
anything. This lack of challenge can be experienced in a child's early 
years of schooling and translate later into poor work habits. Sometimes 
gifted students may come in contact with teachers who do not 
appreciate or recognize their unique talents and abilities. Initially, such 
students are eager to participate in class, so much so that they may be 
considered annoying and bossy. Children eventually receive thè 
message that their participation is not valued and their interests are 
not a concern of thè teacher. Such negative feedback can be 
devastating. Gifted students may not believe that they can do well. A 
lack of confidence in their skills inhibits them from attempting tasks in 
which they do not believe they can succeed. For these students it is 
easier to not try at all. Some other factors recognized to be responsible 
for underachievement in gifted learners include:
• Low self-concept
• Lack of perseverance
• Lack of sense of purpose
• Inferiority complex
• Family conflicts
• Societal pressure
• Lack of appropriate educational provisions.
Characteristics of gifted underachievers
In basic terms, underachievement is seen as a discrepancy between a 
students's academic potential and how he or she is actually performing 
in school. This potential is often revealed through performance on 
intelligence and achievement tests, as well as observational data. The 
disparity between potential and actual performance is often quite 
noticeable among gifted underachievers.
Characteristics of underachieving gifted students include:
• They show low self -  concepts: They are negative in their 
evaluations of themselves. Their feelings of inferiority may be
UNIVERSITY OF IBADAN LIBRARY
Adelodun, G. A&  Okesanjo T. Y ìli
demonstrated by distrust, indifference, lack of concern, and 
even hostility toward others. They believe no one likes them.
• They often feel rejected by their family, because their parents 
are dissatisfied with them
• Because of a feeling of helplessness, they may take no 
responsibility for their actions, externalizing conflict and 
problems.
• They may show marked hostility towards adult authority figures 
and generai distrust of adults.
• They may have an autonomous focus, resistant to influence 
from teacher or parent.
® They may feel victimized
• They often do not like school or their teachers attitudes toward 
school also
® They may seem rebellious
• Weak motivation for academic achievement has been noted, 
and they may lack academic skills.
® They tend to have poor study habits, do less homework, 
frequently nap when trying ot study, and leave more of their 
work incomplete.
® They are less inteilectually adaptive
® They are less persistent, less assertive, and show high levels of 
withdrawal in classroom situation
® They hold lower leadership status and are less popular with 
their peers.
® They are often less mature than achievers (e.g. lack of self- 
discipline, procrastinate, show unwillingness to complete tasks 
deemed unpleasant, have high distractibility, act highly 
impulsively and are unwilling to face unpleasant realities).
® They often show poor personal adjustment and express feelings 
of being restricted in their actions.
• They may not have any hobbies, interests or activities that 
could occupy their spare time.
• They are often test phobic and have poor test results.
• They tend to have lower aspirations than achievers and do not 
have a clear idea of vocational goals.
• They are not aljle to think or pian future goals
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178 Counselling and Behavioural Studies Journal -  Voi. 5, No. 1
• They tend to state their goals very late and often choose goals 
that are not in line with their major interests or abilities. Often 
thè goals they adopt have been set for them.
• In choosing a career, they show preferences for manual 
activities, business, sales occupations or anything with a strong 
persuasive trend, over more socially concerned or professional 
occupations.
The influence that learning style and Teacher's personality have on 
academic performance of gifted underachieving students
Students and parents refer often to differences in teacher quality and 
a et to ensure placement in classes with specific teachers. Such 
emphasis on teachers is largely at odds with empirical research into 
teacher quality. There has been no consensus on thè importance of 
specific teacher factors, leading to thè common conclusion that thè 
existing empirical evidence does not find a strong role for teachers in 
thè determination of academic performance and future academic and 
labour market success. It may be that parents and students overstate 
thè importance of teachers, but an alternative explanation is that 
measurable characteristics such as teacher experience, education, and 
even test scores of teachers explain little of thè true variation in quality. 
Without teachers, educational facilities cannot be expanded. 
Undoubtedly, thè success and quality of any educational System 
depends on thè quantity and quality of teachers' input into thè System. 
Politicians and policy makers at all levels may institute vast new 
legislated reforms; but without thè understanding, support, and inputs 
of teachers, they will end up in thè same dead end as such past reforms 
(Meier, 1992). Since there is no educational System that can improve 
better than its teachers, thè commitment of teachers to thè System is a 
vital issue. The teachers interpret thè aims and goals of education and 
educate thè students in accordance with them. No wonder Darling- 
Hammond (2000) asserts that thè States interested in improving 
student academic performance should look at thè preparation and 
qualification of thè teachers they hire and retain in thè profession.
In light of thè above, Ogunsaju (1990) argued that one of thè 
things that bother him most, as an individuai, is thè expectation of 
teacher effectiveness by thè generai society while thè incentives likely 
to generate teacher's interests have been virtually absent. It should be
UNIVERSITY OF IBADAN LIBRARY
Adclodun, G. A i£ Okesanjo T. Y 179
noted that this usually has adverse effects on thè quality of teachers7 
instruction, which consequently reflects in thè students7 academic 
performance. Whether educational standard has fallen or not, it is 
imperative that teachers at various levels of education are committed 
to their job so as to put in their best in thè attainment of school goals. 
The quality output depends on thè quality input, so thè success and 
quality of any educational System depends on thè quality and quantity 
as well as thè level of commitment of its teachers. According to Sanders 
(1999) thè single biggest factor affecting academic growth of any 
population of youngsters is thè effectiveness of thè individuai 
classroom teacher... The teacher's effect on academic growth dwarfs 
and nearly renders trivial all other factors that people have historically 
worried about. Ajayi (1996) buttressing thè above claim, reported that 
classroom teacher is one of thè chief determinants of educational 
achievement, whose academic qualifications, relevant professional 
training, work experience among others is most significant 
determinants of students7 academic performance. Similarly, teachers at 
all levels of education play thè decisive role in pivoting thè growth and 
thè direction of education. It is an acceptable fact that teacher is thè 
most important cog in thè educational machine and that teachers are 
highly instrumentai to thè success of any educational programme 
embarked upon by any government. This is because apart from being at 
thè implementation level of any educational policy, thè realization of 
these programmes also depends greatly on teachers7 dedication and 
commitment to their work (Adeniji, 1999).
However, problems from test measurement errors and 
potential school and classroom selection effects may be even more 
serious for these types of models than in those that use observable 
measures, making thè interpretation of these as direct estimates of thè 
teacher component problematic. The centrai estimation problem 
results from thè processes that match students with teachers, and 
schools. Not only do families choose neighborhoods and schools, but 
principals and other administrators assign students to classrooms. 
Because these decision makers utilize information on students, 
teachers and schools, information that is often not available to 
researchers or measured with error, thè estimators are quite 
susceptible to biases from a number of source .̂
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180 Counselling and Behavioural StuJics Journa -  Voi. 5, No. 1
Although there has been considerable debate about thè 
determinants of academic performance among educators, 
policymakers, academics, and other stakeholders, it is generally agreed 
that thè impact of these determinants vary (in terms of extent and 
direction) with context, for example, culture, institution, course of 
study etc. Since not all factors are relevant for a particular context. A 
good match between students 'learning preferences and instructor's 
teaching style has been demonstrated to have positive effect on 
student's performance (Harb & El-Shaarawi, 2006).
Clearly in a class where only one instructional method is 
employed, there is a strong possibility that a number of students will 
find thè learning environment less optimal and this could affect their 
academic performance. Felder (1993) established that alignment 
between students' learning preferences and an instructor's teaching 
style leads to better recali and understanding. The learning styles 
approach has gained significant mileage despite thè lack of 
experimental evidence to support thè utility of this approach. There are 
a number of methods used to assess thè learning preferences/styles of 
students but they all typically ask students to evaluate thè kind of 
information presentation they are most at ease with. A number of 
learners are indeed, multimodal, with more than one preferred style of 
learning in addition to using different learning styles for different 
components of thè same subject.
Conclusions
Most of research on underachievement has focused on characteristics 
of underachievers, thè most important unresolved issue is how to 
reverse thè underachievement of gifted students. Unfortunately, there 
is no magic solution to thè problem of underachievement and a 
combination of counseling and instructional interventions appears to 
currently be thè most promising option. No one type of intervention 
strategy appears to be effective for thè full range of underachieving 
gifted students. Because thè factors influencing thè development and 
manifestation of underachievement vary, a continuum ofstrategies and 
Services may be necessary if we are to systematically address this 
problem. Different types of underachievers may require different 
combinations of counseling and instructional oj curricular 
modifications. Successful interventions should incorporate both
UNIVERSITY OF IBADAN LIBRARY
Adelodun, G. A& Okesonjo T. Y 181
proactive and preventative counseling and innovative instructional 
interventions. Future researchers in this field should posit coherent, 
complete models of gifted underachievement and design interventions 
in accordance with their proposed models. First, researchers should 
begin to explore thè relationship between classroom practices and 
academic underachievement. Research exploring thè impact of 
differentiation, acceleration, enrichment, and other curricular 
modifications on patterns of achievement and underachievement could 
provide important information for educators. Reis (1998) observed a 
relationship between unchallenging or inappropriate curriculum in 
elementary school and underachievement in middle or high school. If 
unchallenging scholastic environments produce underachieving gifted 
students, then providing intellectual challenge and stimulation at all 
grade levels should decrease underachievement. VanTassel-Baska's 
curriculum development work at The College of William and Mary is a 
good example of creating inteilectuaily challenging curriculum in a 
variety of content areas (VanTassel-Baska & Stambaugh, 2007b).
Recommendations
In view of all thè aforementioned points, thè researchers hereby make 
thè following recommendations:
• Students will be more successful if they are given tasks that 
match
with their thinking styles (Sternberg & Grigorenko, 1997)
• Teachers should design teaching and learning methods that are 
best suited for thè individuai style of each student.
• Since gifted students leaned toward all thè thinking styles, 
except thè internai thinking style, higher than those of 
underachieving students, they should be given tasks that are 
more creative, more analytical and more challenging like 
projects in which they can choose thè topics they want to 
investigate and design thè methods to solve problems on their 
own under thè advice and guided support of teachers.
• Teachers should also use other teaching and learning 
programmes that reflect thè diverse thinking style 
characteristics of thè learners in both types of schools.
• More importanti'/, as these students gradually advance te 
higher levels and enter thè formai operational stage, teachers
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182 Counselling and Behoviourol Studies Journal -  Voi. 5, No. 1
should offer a curriculum and instructional method that are 
appropriate to thè level of their cognitive developmental stage.
• The new educational System in Brunei introduced in 2008 
which emphasises course work as part of students' assessment 
will give teachers thè opportunity to make changes their 
teaching and learning strategies. Teachers should introduce 
tasks that are cognitively more demanding like problem solving 
and those that involve analysis, synthesis and application in 
order to develop creative and analytical thinking skills, thus 
placing less emphasis on teacher-centred and examination- 
oriented instruction.
• Students' thinking styles should be included in thè teacher 
education programme. Such knowledge will enable teachers to 
develop effective teaching methods and pedagogica! strategies 
to respond to thè diverse thinking styles of students in Science 
classrooms.
• Finally, special attention needs to be paid to thè 
underachievement of underrepresented groups. In 2006, 
VanTassel-Baska, with assistance of thè Jack Kent Cooke 
Foundation and thè National Association for Gifted Children, 
organized a conference on low-income promising learners. The 
proceedings of that conference resulted in thè publication 
ofwhich contained priorities for action in this area (VanTassel- 
Baska & Stambaugh, 2007a). This conference and thè 
subsequent publication provide an agenda for promoting talent 
development among underserved groups. As stated earlier, no 
single intervention will work with all gifted underachievers. Just 
as gifted achievers differ from gifted underachievers, gifted 
underachievers differ from each other.
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