Educational Management- Scholarly Publications

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Browsing Educational Management- Scholarly Publications by Subject "Academic Performance"

Now showing 1 - 3 of 3
  • Item
    Open Access
    Motivational factors and teachers’ productivity in Lagos State
    (Department of Adult Education, University of Lagos, Akoka, 2018) Adetoro, J.A.; Sule, S.A.
    This study examined the influence of motivational factors on teachers' productivity in secondary schools in Lagos State of Nigeria. Relevant research questions and hypotheses were answered and tested respectively in the study with appropriate objective stated. The descriptive research design was used to conduct the research because it involved the collection of data from a large number of participants within a limited time. Questionnaire was designed by the researchers and validated by experts in the field of education for the collection of. data from a total of 600 participants selected from the population with the use of simple random sampling technique. The data collected were analyzed using frequency distribution tables while the hypotheses were tested with Chi-square and test statistical tools to ascertain their acceptability or otherwise. The results of the study showed that motivational factors can influence increment in the productivity of teachers at the secondary schools in Lagos State of Nigeria. The results also showed that a significant difference exist between theproductivity of teachers motivated and those not motivated in Lagos State of Nigeria. Necessary recommendations that teachers should be well paid at the secondary school level of education among others to help them improve their level of productivity in order to give their best to the students were made.
  • Item
    Open Access
    Underscoring the Relevance of Self-Efficacy Distance Learners Academic Performance: The Theoretical and Empirical Evidence
    (2017) Bello, S.A.; Oladejo, M.A.
    In recent times, Ergul (2004) observed that distance learning now moves from a marginal to _an integral role in overall educational provision. In doing this distance learning demands much on the part ofdistance learners. This is because in the distance learning system, learning is more personal and responsibility is more on the shoulders of the students. Therefore, it is expected of distance learners to possess positive self-efficacy beliefs of the programme for them to be able to perform well in their academic pursuits. For this reason, determining the relevance of this type of characteristics of students in distance education it is extremely important to be able to assist them in their academic work. In fact, a combination of cognitive style, personality characteristics an.d self expectations is asserted to be able to predict student performance in distance education
  • Item
    Open Access
    Underscoring the Relevance of Self-Efficacy Distance Learners Academic Performance: The Theoretical and Empirical Evidence
    (2017) Bello, S.A.; Oladejo, M.A.
    In recent times, Ergul (2004) observed that distance learning now moves from a marginal to _an integral role in overall educational provision. In doing this distance learning demands much on the part of distance learners. This is because in the distance learning system, learning is more personal and responsibility is more on the shoulders of the students. Therefore, it is expected of distance learners to possess positive self-efficacy beliefs of the programme for them to be able operform well in their academic pursuits. For this reason, determining the relevance of this type of characteristics of students in distance education it is extremely important to be able to assist them in their academic work. In fact, a combination of cognitive style, personality characteristics an.d self expectations is asserted to be able to predict student performance in distance education