Psychological and Sociological Determinants of Academic Achievement of Nigerian Adolescents

Aremu, A. Oyesoji

doi:10.4314/ifep.v12i2.23651

Cited by 10 publications

(13 citation statements)

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“…Some of these intervening variables relate to a variety of teaching styles and of academic performance expectations of undergraduate students. This study also substantiates with the report of Aremu (2004) that one of the factors responsible for students' poor academic performance is the student's learning styles which also agrees with many studies that are related to learning styles and gender. For instance, using Canfield's learning style inventory (1988), while more males preferred applied learning styles while females preferred abstract (where learning materials are well organized and instructors demonstrate knowledge) learning styles.…”

Section: Discussionsupporting

confidence: 91%

Untitled

2019

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The study investigated the joint and relative contributions of four predicting variables in predicting academic performance among secondary school students. The research design was descriptive survey while the study made use of 200 SS2 students chosen purposively from five secondary schools in Ijebu-Ode Local Government area of Ogun State, Nigeria. The two different instruments used for data collection were the accommodator cognitive style questionnaire and converger cognitive style questionnaire (ACSQ and CCSQ). Data were analysed using multiple regression. The results indicated an F value of 4.34 at a significant level of 0.05 which indicated that the four predictors could be used to predict the academic performance of students. Beta coefficients value for converger, accommodator, gender and area of specialisation were .014, .028, -045, and .279 respectively. The study has implications for teachers, students, counselors, school authorities, parents and the government.

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Section: Discussionsupporting

confidence: 91%

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2019

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“…Hopefully these restrictions put week effect on students' achievement scores (Lavié, 2006;Louis & Kruse, 1995). Categorically literature reported that parents, educational institutions, classroom environment, poor qualification, students' drop-out, socioeconomic status, absconder and teachers' locus of control have a significant effect on students' achievement scores (Aremu, 2004;Baek & Choi, 2002;Benbenishty & Astor, 2005;Brand, Felner, Shim, Seitsinger, & Dumas, 2003;Cassidy & Eachus, 2000;Wang & Holcombe, 2010;Wang, Kick, Faser, & Burns, 1999). Moreover, it has been remaining one of the debates here in Pakistan that Public sector educational institutions are less portraying their education in its true spirit.…”

Section: Research Problemmentioning

confidence: 99%

Locus of Control: Teachers’ Neglected Attribute Towards Students’ Achievement Scores in Facing Diverse Socioeconomic Status

Hassan

Akbar

2020

PEC

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Irony of humans' resiliencies to grasp life achievements has been remaining one of the important debates since long ago. Controversy prolongs when few report it destiny, whereas remaining claim individual's endless effort. Origin of social learning theory stoppage caused entire debate and declared that teachers' psychological attribute; locus of control is a key construct that actively affects students' success / failure. Present research was conducted to explore the effect of teachers' locus of control on students' achievement scores in facing diverse socioeconomic status enrolled in public sector secondary schools of District Kasur; Punjab-Province. Researchers followed quantitative research adopting ex-post-facto design to investigate a burning dilemma on the sample of conveniently selected 1100 respondents. After ensuring ethical considerations from the respondents, researchers collected data from teachers through administering Rose and Medway (1981) Teacher Locus of Control Scale after obtaining unfettered and unrestricted permissions from the authors. Researchers obtained students' achievement scores and their family socioeconomic status from parents, teachers and head teachers respectively. Researchers' pilot tested scale on the sample of 100 respondents to confirm Cronbach's Alpha reliability statistics is .850. Results of regression analysis reported that teachers' locus of control has affected 66%, teachers' demographic variables 84.30% and parental socioeconomic status have affected 74.70% of students' achievement scores. Research recommends that Govt. provide in-service training to secondary school teachers on their neglected psychological attribute; locus of control that confirms worth-seeing importance in obtaining students' achievement scores and grants monthly stipend to passed ninth grade students having 85% marks in annual examinations focusing their parental socioeconomic status.

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“…In their attempt to investigate what determines academic outcomes of learners, they have come with more questions than answers. In recent times, a prior literature has shown that learning outcomes (academic achievement and academic performance) have been determined by such variables as family, school, society and motivational factors (Aremu, 2004). In the same vein, Parker, et al, (2004) noted that much of the previous studies have focused on the impact of demographic and sociopsychological variables on academic performance.…”

Section: Emotional Intelligence and Performance In Examinationmentioning

confidence: 99%

Influence of Moderating Variables on Nigerian Undergraduates’ Emotional Intelligence and Attitude towards Examination

Adegboyega¹

2019

INT J INSTRUCTION

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This paper investigated the influence of moderating variables on Nigerian undergraduates' emotional intelligence and attitude towards examination. Descriptive survey of the correlational type was employed for the study. One thousand, five hundred and thirty-six (1,536) undergraduates in Nigeria were drawn using purposive and stratified sampling techniques. Two null hypotheses were generated and tested at 0.05 level of significance. "Emotional Intelligence Scale" (EIS) and "Attitude Towards Examination Scale" (ATES) were the instruments used to collect relevant data. The findings revealed that there was a significant correlation between emotional intelligence and attitude of Nigerian undergraduates towards examination. The findings also revealed that gender, age, level of study, university and family type had a significant positive influence on undergraduates' emotional intelligence and attitude towards examination in Nigeria. It was therefore recommended, among others, that students should continue to cultivate the habit of developing high emotional intelligence as it would help them to develop positive attitude towards examination, effective leadership skills such as improved communication among peers and other people, less school and workplace conflict, better problem-solving skills and increased likelihood of promotions to greater heights.

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Psychological and Sociological Determinants of Academic Achievement of Nigerian Adolescents

Cited by 10 publications

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Locus of Control: Teachers’ Neglected Attribute Towards Students’ Achievement Scores in Facing Diverse Socioeconomic Status

Influence of Moderating Variables on Nigerian Undergraduates’ Emotional Intelligence and Attitude towards Examination

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