Department of Educational Foundations

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Browsing Department of Educational Foundations by Subject "Academic achievement"

Now showing 1 - 3 of 3
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    Open Access
    Cognitive 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.
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    Open Access
    The 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.
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    Open Access
    Locus 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.A
    Background: 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.