Input and Process Variable as Predictors of Adolescents Academic Performance in Educational District II of Lagos State.
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African International Journal of Educational Learning (AIJEL) Kenyatta University, Nairobi, Kenya.
The study investigated the input and process variables as predictors of adolescents’ academic performance within Education District II of Lagos, Nigeria. The descriptive survey design was adopted for the study. The population for the studywere Senior Secondary School (II) Students and their teachers, disproportionate stratified sampling (to select 252 students across three zones within the Education District II), the construction of three research instruments (teachers’ and students’ questionnaires, with a Mathematics Achievement Test). The Students questionnaire includes :Use of Learning Strategies (ULS) subscale which was modified from Learning Strategies Questionnaire which was designed by the Centre for the Study of Learning Performance (CSLP) located in Canada, Students’ Self Efficacy (SS) which was modified from the Academic Efficacy Subscale designed by Midgley et al (2000) respectively .The second instruments is the teachers questionnaire which includes the Teachers’ Metacognitive Skills in teaching Mathematics modified from a standard scale designed by Balcikanli (2011) which was initially titled as Metacognitive Awareness Inventory for Teachers (MAIT), Teachers’ Attitude towards Teaching modified from the Teaching Professional Attitude Scale originally designed by Akbulut & Karakus (2011); however, two questionnaires (Nature of School Environmen,(NSE), and Availability of Teaching Aids for Mathematics) and a Mathematics Achievement Test(MAT) were respectively designed by the researcher. The face and content validity of the research instruments were ensured using the Cronbach’s reliability coefficient were as follows: 0.559 (Use of Learning Strategies), 0.504 (Students’ Self-Efficacy), and 0.583 (Nature of School Environment), 0.733 (Teachers’ Metacognitive Skills), 0.553 (Teachers’ Professional Attitude Skills), and 0.536 (Teaching Aids for Mathematics) and Split-Half reliability Coefficient for Mathematics Achievement Test is 0.584.l Analyses was conducted on the responses through the use of descriptive (frequencies, percentages and charts) and inferential statistics (Pearson Product Moment Correlation Analysis) as deemed appropriate. The empirical findings and conclusion from this research revealed that: input variables significantly predicts or influences adolescents’ academic performance, however, while the other two measured process variables did not significantly predict or influence adolescents’ academic performance. Some pertinent recommendations were given on school teachers, students, parents, curriculum planners, and the Nigerian Government/Ministry of Education. School Teachers and all other authorities in the school to ensure that the two input variables (availability of teaching aids for Mathematics and nature of school environment) are up-to-date and relevant to arouse knowledge acquisition within the present-day education atmosphere.
Input Variables , Output Variables , Adolescents , Academic Performance , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Akanni, O.O (2018).Input and Process Variable as Predictors of Adolescents Academic Performance in Educational District II of Lagos State. African International Journal of Educational Learning (AIJEL) Kenyatta University, Nairobi, Kenya. 7(10), 274-291.