Family and community inputs as predictors of students  overall, cognitive, affective and psychomotor learning outcomes in secondary schools

Ekpenyong, John Asuquo; Owan, Valentine Joseph; Mbon, Usen F.; Undie, Stephen B.

doi:10.33902/jpr.202319099

Cited by 7 publications

(11 citation statements)

References 56 publications

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“…Students' performance can maintain their scores of students in every aspect such as affective, cognitive, and psychomotor (Lidyasari et al, 2022). Several factors that can enhance their performance are psychological processes (Ekpenyong et al, 2023). Psychology is among many things that matter in human day-to-day activities.…”

Section: H1: Psychosocial Processes Affects Psychological Engagement ...mentioning

confidence: 99%

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Uyun,

Bahriah,

Zulhijra

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">Some Indonesians may still regard online education as a novel, although they frequently engage in online-related activities without even realizing it. The quality of learning, satisfaction, achievement, retention, and, more broadly, personal growth are all favorably correlated with student engagement. For students to provide their best effort and succeed in online learning, it is crucial to have good psychological engagement in them. This engagement will help their psychological processes and dispositions to improve. The quantitative research methodology was utilized in this research. In addition, 800 high school students from South Sumatra participated in this research as a sample. The structural equation model is analyzed (SEM). The findings indicated that 85.9 percent of the time, a psychological commitment is influenced by information communications technology (ICT) proficiency, psychosocial processes, and student performance. Thus, the value of .713 indicates that psychological involvement, psychosocial processes, and ICT proficiency all impact student performance. This study demonstrates that every hypothesis has a favorable and significant impact. These circumstances suggest that students who are proficient in ICT and psychosocial processes will be able to enhance their performance through challenging and dry learning. The interaction between students while learning strengthens this condition.</p>

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Section: H1: Psychosocial Processes Affects Psychological Engagement ...mentioning

confidence: 99%

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Uyun,

Bahriah,

Zulhijra

et al. 2023

EUROPEAN J ED RES

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show abstract

“…School facilities, administrative expenses, and curriculum can be considered as inputs that impact students' learning outcomes. These inputs provide the foundation for the teaching and learning processes within the educational setting (Ekpenyong et al, 2022(Ekpenyong et al, , 2023.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

“…In this case, output is students' learning outcomes, including cognitive, affective, and psychomotor dimensions. The outputs are the result of the interactions between the inputs and the teaching and learning processes (Ekpenyong et al, 2023;Robert & Owan, 2019).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

“…Both secondary school administrators (N= 87) and senior secondary class II (SS2) students (N = 53,255; males = 26,206; females = 27,047) constituted the targeted population for this research. 915 SS2 students were randomly selected using a multistage selection technique, while principals were not sampled since their population was manageable (More details about the sampling process can be found in (Ekpenyong et al, 2022(Ekpenyong et al, , 2023. For students' demographics, 44.1% are males, while 55.9% are females.…”

Section: Study Participantsmentioning

confidence: 99%

“…Individuals who excel academically, possess a strong aptitude for learning and have admirable personal qualities are considered excellent students and valuable assets to society (Olaitan, 2017). This implies that adequate assessment of goal attainment in secondary schools should go beyond measuring students' cognitive attainment to capturing their affective attributes and psychomotor skills (Bassey et al, 2019;Ekpenyong et al, 2022Ekpenyong et al, , 2023.…”

Section: Introductionmentioning

confidence: 99%

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Predicting students’ multidimensional learning outcomes in public secondary schools: The roles of school facilities, administrative expenses and curriculum

2023

JALT

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Previous research has assessed school facilities, administrative expenditures and curriculum and their relative contributions to students' cognitive learning outcomes. This suggested the need to investigate further how these predictors may impact students' affective and psychomotor outcomes. The current research studied the combined and relative prediction of school facilities, administrative expenses and curriculum on students' overall cognitive, affective and psychomotor learning outcomes in public secondary schools. A cross-sectional research design was employed in this study, involving 87 school administrators and a randomly selected group of 915 senior secondary class II (SS2) students. For data collection, we utilised the School Inputs Questionnaire (SIQ) and Educational Outcomes Questionnaire (EOQ), both developed by the researchers and validated through expert assessments, including content validity, Exploratory Factor Analysis (EFA) for dimensionality, Confirmatory Factor Analysis (CFA) for goodness of fit, and reliability using Cronbach's alpha. The results of these assessments demonstrated acceptable outcomes aligned with international standards. Hierarchical regression analysis was conducted to analyse the collected data. The findings indicated that enhancing the provision of quality school facilities, administrative expenses, and school curricula improved students' overall cognitive, affective, and psychomotor learning outcomes. Specifically, administrative expenses and school curriculum had significant predictive power for students' overall cognitive, affective, and psychomotor learning outcomes. However, while school facilities significantly predicted students' overall, affective, and psychomotor dimensions, they did not significantly predict the cognitive dimension. These findings offer valuable insights for policymakers and educators aiming to enhance the educational quality in public secondary schools.

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Students’ perceptions, attitudes and utilisation of ChatGPT for academic dishonesty: Multigroup analyses via PLS‒SEM

Ofem,

Owan,

Iyam

et al. 2024

Educ Inf Technol

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Family and community inputs as predictors of students overall, cognitive, affective and psychomotor learning outcomes in secondary schools

Cited by 7 publications

References 56 publications

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Predicting students’ multidimensional learning outcomes in public secondary schools: The roles of school facilities, administrative expenses and curriculum

Students’ perceptions, attitudes and utilisation of ChatGPT for academic dishonesty: Multigroup analyses via PLS‒SEM

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