Browsing Faculty of Education by Subject "Academic achievement"
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- ItemOpen AccessCognitive Skills as Predictors of Students’ Academic Achievement in the Senior Secondary School Certificate Examination .(International Journal of Educational Research (IJER), Faculty of Education, University of Lagos, 2021) Akanni, O.O.This research work assessed cognitive skills as predictors of academic achievement of senior secondary school students’ in ’education district two of Lagos state. The descriptive survey research design was adopted in the study. The population of the study includes all the secondary school students in public schools in educational district II of Lagos state. The sample of the study consisted of two hundred (200) students randomly selected through stratified random sampling techniques. The instruments used for data collection was a self-developed questionnaire (CSPSAASQ) and the English Language Achievement Test (ELAT). The instrument has a reliability coefficient of 0.82 and 0.745 when tested during the pilot study. Three null hypotheses were tested to guide the study and all were rejected at 0.05 level of significance. The results of the analyses revealed that; students abstract thinking, logical reasoning and memory cognitive skills will significantly impact on academic achievement of students in senior secondary school certificate examination (SSCE) in Lagos state. Based on the findings, it was recommended among others that students should be encouraged to cultivate good cognitive skills that can help improve their intelligent quotients, which can significantly improve their academic achievement in the SSCE amongst others.
- ItemOpen AccessEffects of collaborative and competitive learning strategies on senior secondary students’ academic achievements in environmental related concepts in chemistry(Journal of Science Teachers' Association of Nigeria, 2018) Owoyemi, T. EChemistry plays important roles in critical areas such as efficient production and preservation of foods that are healthy, developing new processes for energy generation, industrial production and in the creation of better, cheaper and more robust field methods for environmental monitoring and impact assessment. Therefore, the study of chemistry is very much related to the United Nations Millennium Development Goals (MDGs), especially as it relates to food security and environmental sustainability. Hence, the need to teach chemistry in such a way that it would promote knowledge, values and skills needed by students to be relevant in the 21st century society. Using quasi-experimental design and 133 SSS2 Chemistry students from three randomly selected secondary schools, this study investigated the effects of collaborative and competitive learning strategies on students’ academic achievement in environmental related concepts in chemistry with gender as a moderating variable. Data were collected through administration of Chemistry Achievement Test (CAT) and analysed using ANCOVA at 0.05 level of significant. The results of this study showed that there is a significant main effect of treatment on students’ achievement in environmental related concepts selected. However, Scheffe Post Hoc analysis revealed that collaborative learning group performed significantly better than competitive learning group and each experimental group is academically superior to the control group. There is no significant effect of gender in any form on students’ achievement observed. Based on the study findings, it was recommended that Chemistry teachers should adopt collaborative learning strategy in order to enhance students’ academic achievement in chemistry.
- ItemOpen AccessAn Evaluation of Teachers Preparation for Science Teaching and Effect on Achievement in Science in Lagos State(2021-08) Ajeyalemi, D.; Udeani, U.; Olabiyi, O.S.; Fakorede, S.O.A.; Babajide, V.F.T.; Ojo, O.T.Academic achievement is the extent to which a learner is profiting from instructions in a given area of learning and turn is dependent upon the teachers’ knowledge base for effective teaching. The quality of teachers is equally dependent on the nature of their preparation. Despite the emphasis on science education that is made compulsory and formed part of the requirement for admission especially in sciences, medical, agricultural, environmental, and engineering programs.The performance of students in sciences has consistently been poor and unimpressive. Therefore, the paper aims at evaluating teachers’ preparation for science teaching and its effect on achievement in science in Lagos state. Using a descriptive survey research design and a sample of 173 science teachers. A validated and piloted questionnaire based on a 4-point rating scale used as the data collection instrument for the study. Data were analysed using descriptive and inferential statistics including means and standard deviation. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS). Findings revealed that science teachers perceived their training on content and education courses as adequate,pedagogical knowledge training received to prepare them to teach major subjects,workshops and seminarshelp in professional development. It was recommended that: Teachers should be sensitized through in-service and continuing education courses and revision of teacher training curriculum to improve teaching methodologies, building the capacity of teachers in the use of relevant teaching materials and the government should equip schools with relevant teaching materials such as ICTsand alternative power supply.
- ItemOpen AccessThe Impact of Emotional Intelligence on Academic Achievement of Senior Secondary School Students in Lagos, Nigeria(Scholarlink Research Institute Journal, 2012) Nwadinigwe, I.P.; Azuka-Obieke, U.The study investigated the impact of emotional intelligence on academic achievement of senior secondary school students in Lagos, Nigeria. The purpose of the study was to examine the relationship between emotional intelligence and academic achievement among senior secondary school students. A sample of 156 participants randomly selected from three senior secondary schools was used. The schools were randomly assigned to the two treatment conditions (emotional intelligence training techniques) and control group. Questionnaire and achievement test were employed to generate data for the study. Two research hypotheses were formulated to guide the study. The hypotheses were tested using descriptive statistical method, analysis of covariance (ANCOVA) and Pearson product moment correlation coefficient statistics. The study revealed that there is a positive relationship between emotional intelligence skills and academic achievement such that developing emotional intelligence skills of a student will lead to the enhancement of his/her academic achievement. Thus, there is the need to inculcate the development of emotional intelligence skills into the school curriculum. This is considered important because of its impact in improving the academic achievement of students. The findings of this study may assist stakeholders in the education sector in developing a better understanding of the effects of emotional intelligence on the academic achievement of senior secondary school students.
- ItemOpen AccessImpact Of Process Oriented Cooperative-Inquiry Learning Strategic Instruction Method (Pocilsim) on Students’ Learning Strategies Use and Academic Achievement in Chemistry(Department of Science and Technology Education, Faculty of Education, University of Lagos, Akoka., 2022) Okafor, N; Okunuga, O.R.; Akanbi, A.A.This study investigated the relationship between learning strategies and the academic achievement of chemistry students. Three research questions guided the study. A correlation survey research design was used. Four hundred and twenty one (421) Senior Secondary (II) chemistry students in twelve (12) intact chemistry classes from nine public schools in Lagos State, Nigeria participated in the study. Process Oriented Cooperative-Inquiry Learning Strategic Instruction Method (POCILSIM) was used as the learning strategy intervention. Learning Strategies Scale (LSS), and Chemistry Achievement Test (CAT) were used for data collection. Mean, Standard deviation, and t-test were used to analyze the data collected. AMOS 26 was employed to calculate the path coefficient and goodness of fit statistics. Findings showed that the learning strategies used by the students improved after they were exposed to learning strategies intervention; high achievers students use more of the higher-order learning strategies such as metacognitive self-regulation skills than the average and the low achievers; learning strategies have a significant positive relationship with academic achievement, it, therefore, contributed significantly to improve achievement in chemistry, however, the strength of the relationship is low. Also, the metacognitive self-regulation skill strategy has the highest correlation with chemistry students’ achievement while the effort regulation strategy has the least. In addition, learning strategies have equal variances between male and female students. Based on the findings, it is recommended that the policymakers should approve the inclusion and teaching of learning strategies using POCILSIM in the national curriculum at all levels.
- ItemOpen AccessLocus of Control, Interest in Schooling and Self-Efficacy as Predictors of Academic Achievement among Junior Secondary School Students in Osun State, Nigeria(Hong Kong Teacher Association, 2011) Adeniyi, S.O; Tella, A.A; Tella, A.ABackground: Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Aims: This study examines locus of control, interest in schooling and self-efficacy as predictors of academic achievement of Junior Secondary School Students. Sample: The sample of the study consisted of 500 students comprising 300 boys and 200 girls. These were selected from twenty-fve secondary schools through stratifed random techniques. The stratifcation factor used was the class of the students. Method: An ex-post-facto research design is adopted. Three independents variables (Locus of Control, Interest in schooling and self-efficacy) with the dependent variable (academic achievement) are measured with relevant standardized instruments. Two research questions are developed and answered. Results: The results indicate that locus of control, interest in schooling and self efficacy jointly and relatively contribute significantly to the prediction of academic achievement of the Junior Secondary School Students. Conclusion: Based on these findings, the simultaneous need to continuously stimulate the interest of the students and teach them time management, and for teachers to see all the three variables as equally important and to help students improve on them was emphasized.
- ItemOpen AccessPerceived influence of video games on the academic achievement and social interactions of pupils in selected primary schools in Lagos State.(International Journal Series: International Institute for Policy Review and Development Strategies (IIPRDS),, 2019) Omotuyole, C.O.; Olowe, P.This study investigated the perceived influence of video games on the academic achievement and social interaction of primary school pupils in Lagos State. A descriptive survey method was used for this study. The sample for the study comprised 120 respondents who were made up of 40 teachers and 80 pupils from eight primary schools (4 public primary schools and 4 private primary schools) in Shomolu Local Government Area of Lagos State. These schools were selected using the stratified sampling technique. Through the simple random sampling technique, 10 primary five pupils were selected each from both the public and private schools while five (5) teachers each were also selected randomly from all these schools. The instruments used for the study were expert validated questionnaires named “Influence of Games on the Academic Achievement and Social Interaction of Pupils' Questionnaire (IGAASIPQ)” and “Participation in Games Questionnaire (PIGQ)”. The internal consistency of the instruments following a pilot study stood at .68 for IGAASIPQ and .69 for PIGQ. The participants were given a copy of the questionnaire to tick the level at which they agreed or disagreed with the items on the instrument. One hundred and eleven (111) out of One hundred and twenty (120) questionnaires that were administered were returned and retrieved and used for analysis. Percentages were used to analyzed the demographic data while t-test correlation coefficient was used to test all the hypotheses at .05 level of significance. The first hypothesis which stated that there is no significant difference between the academic achievement of pupils who were exposed to games and those who were not and the second hypothesis which stated that there is no significant difference between the social interaction of pupils who were exposed to games and those who were not were rejected while the alternate hypotheses were accepted.