Faculty of Education

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https://ir.unilag.edu.ng/handle/123456789/4046

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Browsing Faculty of Education by Subject "Academic Performance"

Now showing 1 - 7 of 7
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    Open Access
    The Effect of Academic Performance and Counselling on Choices of Selected Students in Bendel State.
    (University of Lagos, 1980-10) Adugbo, Adonowe. Jonathan.
    Since some secondary schools are known to offer guidance services to their students in Bendel State, it is logical to expect that certain benefits are likely to be derived by the beneficiaries. Already, there is a growing awareness in Nigeria about the usefulness of these services but there is a dearth of concrete data for assessing the role fulfilled by counselling in the growth and development of secondary school students.
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    Open Access
    Effect of Self-Concept on Academic Performance of Students in Selected Adult Remedial Classes in Lagos State
    (University of Lagos, 1990-02) Biao, I
    The present work tried principally to provide answers to the following questions:- 1. Can learners' self-concept be raised through positive reinforcement of their ego? 2. Would learners with raised self-concept perform significantly better at written examinations than learners whose self-concept has not been raised? 3. Would male learners with raised self-concept perform significantly better at written examinations than female learners whose self-concept has been raised? 4. Would younger learners with raised self-concept perform significantly better at written examinations than older learners whose self-concept have been raised? Before answering these questions, it was retained that a person's self-concept is made up of four aspects namely, the social aspect, the emotional aspect, the physical aspect and the academic aspect. Since the search in the literature revealed that valid self-concept instruments have so far eluded researchers in the domain of self-concept, and since it was found that the Nigeria adult education literature shows a grave lack of information on the self-concept of adult learners and on the methods for measuring the adult learner's self-concept, an inventory called the Learner's Self-concept Inventory was constructed for the purpose of carrying out this study. This inventory which was developed with the help of three psychologists (one of whom is in the field of adult education) had its construction guided by four major theories derived from the literature that discusses the measurement of the phenomenon known as self-concept. These theories were that: 1. Self-concept is a reflexive phenomenon. 2. Self-concept operates mainly indirectly. 3. The concept of self is best elicited through the generation of a semantic field appropriate for the population to be studied. 4. A multi-scaled self-concept instrument elicits most meaningfully and most validly a respondent's concept of self. After the development of the Learner's Self-concept Inventory, this study moved into manipulating subjects' self-concept levels by positively reinforcing their ego. Three major findings emerged from the study. It was found that: 1. Learners' self-concept can indeed be raised through positive reinforcement of their ego. 2. Learners with raised self-concept performed significantly better at written examinations than learners whose self-concept was not raised. 3. Male learners did not show a significantly higher self-concept or academic performance than female learners. Finally, two theoretical implications of the findings of the present study are that: 1. There exists a positive relationship between high academic self-concept and high academic performance. 2. There exists a positive relationship between high social self-concept and high academic performance.
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    Open Access
    Effects of Cognitive Restructuring on Stress Factors and Academic Performance of Senior Secondary Students in Ogun State, Nigeria
    (2017-10) Akin-Johnson, O.I
    This study investigated the effect of Cognitive Restructuring on stress factors and academic performance of Senior Secondary School Students in Ogun State, Nigeria. The study was carried out due to persistent low performance in Mathematics and English Language, which could be attributed to a lot of stress that students encounter in the quest to learn and understand these two subjects. Senior Secondary School students hold the negative view that Mathematics and English Language are subjects that are too stressful and difficult to record good grades. Ensuring good performance in these subjects, students undergo a lot of stress which has an adverse effect on their normal body functions and eventually affects their academic performance Cognitive Restructuring was introduced as a counselling therapy to reduce stress and improve academic performance in Mathematics and English Language. Quasi-experimental pre-test/post-test Control Group designs were adopted for the study. Simple and stratified random sampling techniques were used to select 161 participants, consisting of 84 male and 77 female participants drawn from four Senior Secondary Schools in Ogun State. Four research instruments were adapted and used to generate data for the study. The instruments were Mathematics Performance Test (MPT), English Language Achievement Test ( ), Scale for Assessing Academic Stress (SAAS), and Educational Stress Scale for Adolescents (ESSA). All these instruments were used for pre-test and post-test assessments. Six research questions were raised and six research hypotheses were formulated guide the study. The data generated were analysed statistically, using Analysis of Covariance (ANCOVA) tested at 0.05 level of significance. Three hypotheses were rejected while three others were not rejected. The results of the data analyses revealed that gender did not significantly influence social and physical stress among participants. There was also no significant effect of experimental conditions and stress level on post-test scores of academic performance in Mathematics among the participants. However, the study found out that there was significant effect between experimental conditions and gender in post-test mean scores of academic stress among participants. There was also significant effect between experimental conditions and gender in post-test mean scores of general stress among participants, and there was significant effect of experimental conditions and stress level on post-test scores of academic performance in English Language among the participants. In view of the findings of the Study, some recommendations were made. Recommendations were proffered among which is the need for workshops and seminars to be organized to train teachers on the use of cognitive restructuring intervention techniques in the classroom to address the issue of student’s stress. Counsellors and psychologists should endeavour to attend conferences, workshops to be acquainted with current and relevant literatures on cognitive restructuring and stress to enable them tackle the problem of low achievers in Mathematics and English language. Some suggestions for further research were also stated, implication of findings for counsellors, teachers as well as parents were highlighted and conclusions drawn.
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    Open Access
    Effects of Two Instructional Methods on Self-Efficacy, Attitude to and Performance in Economics among Selected Secondary School Students in Abuja, Nigeria
    (2017-07) Dimogu, T
    The self-efficacy, attitude to and performance of senior secondary students in Nigeria in Economics has declined in recent times. This is apparently attributed to failure of teachers to adopt appropriate teaching methods in teaching the subject. This study was carried out in Abuja, Nigeria to investigate the effects of two instructional methods – cooperative learning and inquiry-based learning on self-efficacy, attitude to and performance of students in Economics. The sample comprised 275 senior secondary school students (134 male and 141 female) who were selected by multi-stage sampling technique. Five research questions and five research hypotheses were raised for the study. Quasi experimental pre-test and post-test control group design was utilized for the research. The research instruments used for the study were Numerical Aptitude Test (NAT), Economics Achievement Test (EAT), Economics Attitude Scale (EAS) and Self-efficacy Questionnaire (SEQ). The test-retest reliability coefficient of 0.82 and 0.78 respectively was obtained for the two forms of the achievement tests at four weeks interval. The hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA) and Multiple Regression Analysis statistical methods were used to analyse the data gathered. The study findings show that there is a significant difference in the post-test in scores in economics among participants exposed to the three experimental conditions. Cooperative learning was more effective in students’ performance in economics. There is a significant difference in the post-test scores on self-efficacy due to the intervention strategies. Participants exposed to inquiry-based learning have higher scores in post self-efficacy more than those exposed to the cooperative learning and control. There is a significant difference in the post-test scores on attitude to learning economics among the experimental groups. Inquiry-based learning and cooperative learning successfully improved the participants’ attitude to learning economics than those in the control. There is a significant linear relationship between economics performance test scores and a set of dependant variables (attitude to economics and self-efficacy). Both self-efficacy and attitude to learning economics accounted for a significant variation in students’ performance in economics. Based on the findings, some recommendations were proffered one of which is the need to engage students in the teaching and learning process in order to help them increase their understanding of the subject.
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    Open Access
    Influence of Institutional Factors on Students Performance in Osun State Secondary Schools
    (1999-02) Adetoro, J.A
    Full Texts attached
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    Open Access
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    Open Access
    Teachers' Participation in Decision Making, Teachers Effectiveness, and the Academic Performance of Secondary School Students in Two Nigerian States.
    (University of Lagos, 1982) Adesua, A.
    This study sets out to determine the relationships between teachers' participation in decision making, their teaching effectiveness and the academic performance of their students. Eighteen secondary schools principals, 248 secondary school teachers, and 1,284 form four students in urban and non-urban locations in Ogun and Lagos States participated in the study. Five instruments were used in data collection from the subjects of this study. On the whole, no significant relationships were found between teachers' participation in decision making and teaching effectiveness, and between teachers' effectiveness and the academic performance of students. There were also no significant differences among teachers in respect of participation in decision making using their age, marital status and qualifications; as well as type (all-boys', all-girls' co-educational) and location (urban, nonurban; Ogun, Lagos) of schools as test factors. However, teachers' sex and teaching experience were significant predictors of their participation in decision making. There were no significant differences in the effectiveness of teachers in Ogun and Lagos States. The size of a school - (large or small), as well as the sex, age, marital status, qualifications and teaching experience of teachers were not significant predictors of teaching effectiveness. But type, location (urban, non-urban) of schools, the number of teachers per school were significantly related to teachers' effectiveness. The sex and age of student; and teachers' sex, marital status, and teaching experience were significantly related to the academic performance of students. However, the location of a school in Ogun or Lagos State in an urban or a non-urban area; and teachers' age and qualifications were not significant predictors of students' academic performance. The study has implications for the Nigerian educational system. These include the need for professional training of principals and others in authority in secondary schools, in school administration, and the equipping of schools with the facilities needed for effective teaching and learning. One should of course note that the non-significant differences found within the two states studied could be due to the similarities between those two contiguous states in terms of teachers' characteristics as well as the degree of urbanization attained in both states