Department of Educational Foundations

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Browsing Department of Educational Foundations by Subject "Academic Achievement"

Now showing 1 - 4 of 4
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    Open Access
    Assessment of Teacher’s Test Construction Competencies on Achievement in Physics among Adolescents in Education District IV of Lagos State, Nigeria.
    (Institute of Education Journal (IEJ), Faculty of Education, University of Nigeria, Nsukka., 2021) Akanni, O.O.
    Assessment of test construction, competencies of teacher’s form a critical and integral part of teaching and learning process. This is very crucial and important for students’ academic achievement. Teachers’ characteristics (content knowledge, pedagogical content knowledge, experience and qualification) are components of teachers’ competence that affect the academic achievement of students. It is in line with this that the study examined the assessment of teacher’s test construction competencies on achievement in physics among adolescents in Education District IV of Lagos State, Nigeria. The research design was a descriptive survey ,the population for the study were all senior secondary II student in Education district IV of Lagos-state. Simple stratified random sampling technique was used for collection of one hundred and eighty-two (182) students and twenty-one (21) respondents of teachers in Education district. The instruments for the study were a questionnaire titled: Test Construction Skill Inventory (TSCI). Three hypotheses were formulated and tested at 0.05 level of significance.. Findings from the study revealed that gender did exert a significant influence on teachers’ competencies in test construction skills. That is, there is significant difference between the assessment of male and female teachers’ competencies in test construction skills;, there is no significant influence of the assessment of teachers ’competencies in test construction skills on their academic performance and qualification. Recommendations were made based on the findings that school teachers should ensure that they get up-to-date skills set on the culture of test construction that will have influence on students’ academic achievement (in Physics).
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    Open Access
    Memory Training and Academic Achievement in Mathematics among Basic Seven Students in Lagos Metropolis.
    (International Journal of Counselling and Psychology, 2014) Olusakin, A.M; Ayeobasan, A
    The study investigates memory training and academic achievement in mathematics among basic seven students in Lagos metropolis who were randomly selected based on scoring after a conducted validated test on memory. T–test was used to test the three formulated hypotheses. The results revealed that there was significant difference in pre- and post-test mathematics achievement scores of the experimental group. There was significant gender difference in the post-test mathematics achievement score of students who went through memory training and also significant difference in the post-test mathematics achievement scores of the experimental and control groups.
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    Open Access
    Scoring Guides as a Tool for Improving the Achievement Motivation and Academic Achievement of Physics Students in Education District IV of Lagos State
    (African Journal of Curriculum and Instructional Technology (AJCIS), Faculty of Education, University of Benin., 2021-06) Akanni, O.O.
    The nature of motivation and learning strategy use is vital to improving student learning outcomes. The academic achievement and achievement motivation of secondary student has come under scrutiny over the past decade due to concerns about increasing rates of failure and poor standardized test scores. In line with this study investigates the influence of scoring guides as a tool in improving the achievement motivation and academic achievement of students in Education District IV of Lagos state.. The quasi-experimental research design was adopted in the study. The population for this study comprised of all students in Education District IV of Lagos State. A sample of 240 respondents was selected from six secondary schools in Education District IV of Lagos State. A multi stage random sampling technique was used to select the respondents. The research instrument for the study was self-developed questionnaire tagged Scoring Guides Influence on Achievement Motivation Questionnaire (SGIAMQ) and a Physics Achievement Test. The formulated hypotheses were tested at 0.05 level of significance. Data analysis revealed that scoring guides had significant influence on achievement motivation and academic achievement of students in Lagos state Education District IV. Based on the findings, it was recommended that parents and guardians should motivate their children on desire to achieve early in the life by providing adequately for their needs, as well as encouraging them both intrinsically and extrinsically to achieve their goals. Teachers must show concern for students’ low level of performance in the classroom. They must begin to reflect on the factors that contribute to student’s engagement and use motivational strategies to involve students in academic activities for improvement of their levels of achievement
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    Open Access
    Study Habits, Locus of Control and Gender as determinants of Academic Achievement of Students with Hearing Impairment in Two South-Western States, Nigeria
    (Ghana Journal of Education, 2018) Adeniyi, S.O; Kuku, O.O
    The study examined study habits, locus of control and gender as determinants of academic achievement in English Language among students with hearing impairment in Lagos and Oyo States, Nigeria. Senior secondary students with hearing impairment in inclusive and integrated schools in the two states constituted the population of the study. The sample size of 258 participants was selected through multistage technique. The study adopted a descriptive survey research design. Study Habit Inventory, English Language Achievement Test and Locus of Control Scale with reliability of 0.73, 0.81 and 0.79 respectively were the instruments used to gather data for the study. The three research hypotheses raised were tested at 0.05 level of significance. Data gathered were analyzed using mean, standard deviation, t-test, Analysis of Variance and multiple regression analysis. The study revealed that study habits and locus of control have influence on the academic achievement of students with hearing impairment. In addition, locus of control contributed mostly to the academic achievement of students with hearing impairment. It was recommended that students with hearing impairment should be helped to develop good study habits and locus of control