Tag Archives: Academic Achievement

The effect of active learning strategies on developing self-efficacy and academic achievement for seventh grade students in Jordan (Published)

The study aimed to investigate the impact of active education strategies on developing self-efficacy academic achievement. The number of the study members reached (59) students from the seventh primary grade. They were chosen from the seventh primary grade students. To achieve the goals of the study, a measure was used in the subjective effectiveness, and an achievement test in the subject of Islamic education. The results of the study revealed the presence of statistically significant differences between the results of students in the two groups in the study of self-efficacy and academic achievement, in favor of the experimental group. This study concluded with a number of proposals calling for concern to employ active learning strategies in the various subjects.

Keywords: Academic Achievement, Self-Efficacy, Students, active learning

The Effect of using concept maps to improve the level of academic achievement of students at the basic stage in Jordan (Published)

This study aimed at assessing the impact of conceptual maps on academic achievement in Islamic education for fifth-grade primary students at Fatima Al-Zahraa Elementary School in Ghour Al-Safi. The sample of this study consisted of two groups, each of which equals (21) students (experimental and controlling). The concept maps required for teaching Islamic education were constructed using the “concept maps” method, while the same content was taught to the control group by the traditional lecture method. The two study groups were pre-tested, and after a two-month teaching period they continued for two months. The two study groups were tested post-test. The results of the study showed that the achievement of the experimental group students was better than the achievement of the control group, and with statistical significance, how the study results showed that the method of concept maps can benefit students who are scholastic, and students who are less distinguished equally.

Keywords: Academic Achievement, Students, concept maps, improve

Examination Anxiety Unmasked: Predictors and Coping Strategies as Experienced By Junior High School Students in the Effutu Municipality of Ghana (Published)

This study investigated the factors that trigger examination anxiety while exploring coping strategies needed to reduce anxiety among Junior High School students in the Effutu Municipality. The study employed the cross-sectional descriptive survey design with quantitative approach where through proportionate stratified random sampling, a sample of 746 students was obtained from both public and private Junior High Schools in the three (3) circuits of the Effutu Municipality. Data was collected using a structured questionnaire and analyzed using both descriptive and inferential statistics. The study revealed that even though different kinds of factors trigger examination anxiety amongst the students, lack of self-esteem was the most dominant factor while subject load of the students recorded the least influence on examination anxiety. The study further established that good study habits and skills, effective teacher support, motivation, reduction of students’ workload, improvement in co-curricular activities, and having enough sleep and rest time were the coping strategies advanced to reduce examination anxiety. Additionally, it was found that factors such as having low self-confidence, past experience and beliefs about examination, history of consistent poor performance, subject load, and psychological factors jointly contributed significantly to examination anxiety among students. Besides, motivation of students, reduction of subject load and good teachers support for students were the coping strategies needed to manage examination anxiety. Based on these results, it was recommended that regular education programmes such as symposia and school festivals should be conducted to heighten students’ self-esteem, and remove negative past experiences and beliefs about examinations while exploring other coping strategies to reduce examination anxiety for improved academic performance.

Keywords: Academic Achievement, Coping Strategies, Factors, Junior High School, examination anxiety

Cultism-associated insecurity and the academic achievement of the Nigerian student Cross River State experience (Published)

This study investigated the relationship between cultism-associated insecurity and the academic achievement of the Nigerian students. The study employed the expost-facto research design. Two research hypotheses were formulated to give direction to the study. A total of 748 students sampled from a population of 37,416 senior secondary three (SSIII) students were selected for this study. Cultism-Associated Insecurity and the Learning of the Nigerian Students Questionnaire (CAILNSQ) were administered on the selected respondents for the purpose of data gathering. The instrument has a reliability coefficient of 0.81. The two hypotheses were tested with the regression and ANOVA statistical techniques at 0.05 significance level. At the end of data analysis it was revealed that there is significant relationship between cultism-induced emotion and academic achievement of the Nigerian secondary school students, and also, cultism-associated insecurity significantly predict the academic achievement of students.Based on the revelations made in this study, it was recommended among others that novelty or carnival days should be introduced and observed occasionally as days of relaxation, fun and enjoyment. Those days will among other things create a placebo effect and diffuse academic tension, bringing staff and students under a common denominator of merry-making to reduce fear of the unknown.

Keywords: Academic Achievement, Insecurity, cultism; emotion, student learning

Relative Effectiveness of Constructivism and Meta-Learning Teaching Methods on Students’ Academic Achievement and Retention in Basic Electricity in Technical Colleges (Published)

The study determined the relative effectiveness of constructivism and meta-learning teaching methods on academic achievement and retention of basic electricity among Technical College students. A quasi-experimental research design was adopted. Purposive sampling technique was used to select 108 students from four technical colleges in Anambra State. Two technical colleges each were randomly selected to experimental group one and other two technical colleges to experimental group two. Experimental group one used constructivism teaching method while the experimental group two used meta-learning teaching method. The instrument for data collection was Basic Electricity Achievement Test (BEAT). BEAT was developed by the researchers and validated by three experts in the Faculty of Education, Nnamdi Azikiwe University, Awka. Kuder Richardson 20 formula was used to determine the reliability of the instrument which yielded reliability co-efficient of 0.87. Data collected for the study were analyzed using mean for research questions and ANCOVA for null hypotheses at 0.05 level of significance. The result of the study revealed that constructivism teaching method had a significant effect on students’ achievement when compared to meta-learning teaching method. Also the study showed that meta-learning teaching method had a significant effect on students’ retention ability. Based on the findings, it was recommended among others that teachers of basic electricity should adopt the teaching methods that incorporate constructivism teaching method and meta-learning teaching method in teaching and learning of basic electricity in order to enhance knowledge mastery and retention among students.

Keywords: Academic Achievement, Basic Electricity, Constructivism, Meta-learning, Retention, Technical Colleges

Learning Style Preferences as Determinants of Academic Achievement among Public Junior High School Pupils in the Effutu Municipality (Published)

The study sought to investigate the learning style preferences and how it affects the academic achievement among students in public junior high schools in the Effutu Municipality in the Central Region of Ghana. The study was grounded in Fleming’s (1995) VAK learning style theory. The descriptive survey design was used and was aligned with positivist paradigm where 532 public junior high school pupils were chosen through the stratified random sampling technique. A reliability coefficient of not less than 0.70 was realized for all the various constructs. The data gathered through questionnaire were analysed using both descriptive (mean, standard deviation) and inferential (Pearson Moment Correlation) statistics. The study revealed that the visual learning style was most dominantly preferred (M = 3.88, SD = 0.62), followed by kinesthetic (M = 3.67, SD = 0.72), and auditory (M = 3.58, SD = 0.66) learning styles. Besides, it was established that generally there was a strong and statistically significant positive relationship between learning styles preferences of pupils’ and academic achievement (r = 0.861, p = 0.000, 2-tailed). Therefore, it was recommended that the Effutu Municipal Education Directorate should collaborate with school guidance and counseling coordinators to plan and execute academic programmes such as workshops and seminars to expose teachers to adopt and practice instructional pedagogies to meet the varied learning style preferences of pupils so as to boost their academic achievement.

Keywords: Academic Achievement, instructional pedagogies, junior high school pupils, learning style preferences

Effects of Social Media on the Academic Achievement of Students: A Case Study of the Students of the Department of Arts Education, Kogi State University, Anyigba, Nigeria (Published)

Information and communication technology (ICT) has experienced a huge transformation over the past decade. This has culminated into the world becoming a global village. Today most people use the social media for a variety of purposes. With the number of social media users growing worldwide, it is important to ascertain its effects on students’ academic performance. This paper, anchored on the time displacement theory, investigated the effects of the social media on the achievement of students of the Department of Arts Education, Kogi State University, Anyigba. The sample consist 400 students across the 4 levels. The instrument for data collection was a questionnaire titled Social Media and Academic Achievement Questionnaire (SMAAQ) developed by the researchers. The data was analyzed using simple percentage. The result of the study reveals that majority of the students use social media, spending a lot of time which displaces their study time. Based on this finding, the paper recommends that tertiary institutions should devise strategies where students could utilize social media for academic use instead of other uses which have negative effects on their studies.

Keywords: Academic Achievement, Displacement theory, Social media, Students

Participatory school administration and its impact on the academic achievement of the students of the basic stage in Jordanian public schools (Published)

The study aimed to identify the participatory school administration and its impact on the academic achievement of the students of the basic stage in Jordanian public schools. To achieve the objectives of the study, the researcher followed the analytical descriptive approach in terms of applying the study tool and data collection and analysis. For the Directorate of Education of the liwa’ Bani Kenana, while the sample of the study consisted of (30) students from the elementary school of Kfr soom. The study found that there is a statistically significant impact of the participatory school administration on the academic achievement of the students of the stage The core of the Jordanian government schools, the study recommended the need to work on the application of the theories of modern management in the various Directorates of Education of the Ministry of Education of Jordan.

Keywords: Academic Achievement, Administration, Jordanian public schools, School

Modern School Management and Its Impact on the Academic Achievement of the Students of the Basic Stage in Jordanian Public Schools (Published)

The study aimed to identify the modern school administration and its impact on the academic achievement of the students of the basic stage in the Jordanian government schools. To achieve the objectives of the study, the researcher followed the analytical descriptive approach in terms of applying the study tool and data collection and analysis. Directorate of Education Jerash, While the sample of the study consisted of (20) students from Jerash Elementary School for Boys. The study found that there is a statistically significant effect of the modern school administration on the academic achievement of the students of the basic stage in Jordanian public schools. Modern administration in the various directorates of education affiliated to the Jordanian Ministry of Education.

Keywords: Academic Achievement, Basic Jordanian Public Schools, Management, Modern School, Students

Unmasking the Effectiveness of Computer Assisted Instruction in the Teaching and Learning of Social Studies in Cross River State College of Education Akamkpa, Cross River State, Nigeria (Published)

In this study, comparative analysis of Computer assisted instruction and traditional (lecture) method of teaching and learning Social Studies in College of Education Akamkpa, Cross River State was investigated. The objective of the study was to determine if there is a significant difference in the effects of the treatment and control groups as measured by the pretest and posttest. The population of the study was a class of Sixty (60) College students in Social Studies taught with the use of CAI and another class of Sixty (60) students taught with the use of the traditional (lecture) method. There was no sampling since the entire population was used. The research method used was quasi –experimental, non-equivalent control group design. The statistical tool was the t-test. The researchers made used of the CD-ROM prepared to serve as the teaching medium for the experimental group. A 10-item questionnaire was also used to seek the opinion of the students on the effectiveness of both teaching methods (CAI and traditional). The findings of the study revealed that the achievement posttest of the treatment group has higher estimated marginal values than the control group. The result of the study also showed that the combination of CAI and collaborative work improves teaching and learning. Despite the limitation of the study being conducted in one classroom, with one teacher and Sixty (60) students, the result cannot be generalized to other schools. Conclusively, it was recommended among others that teachers should attempt to be ICT complaint to enhance their chances of using CAI innovative in teaching Social Studies

Keywords: Academic Achievement, Computer Assisted Instruction, Lecture Method, Social Studies

A Study of Achievement and Intelligence Level of Students in Secondary Education in Nepal With Regard to Education Stream (Published)

The purpose of this study was to compare the academic achievement and intelligence level of Secondary School students of science, management, and education streams to identify the enrollment trend of students in teacher education in Nepal. Mean score of grade point averages and intelligence test of science stream students was greater than management stream students and average scores of management stream students were greater than education stream students. F-test revealed that there was significant difference among the mean scores of science, management, and education stream students at significance level α = .01.Results show that the students with higher academic achievement and intelligence level are enrolling in science stream, average are in management stream and with low academic achievement and intelligence are in education stream, i.e., teacher education. Review of previous studies and reports revealed that intelligent person are not attracting towards teaching profession and the condition is same till now.

Keywords: Academic Achievement, Educational Stream, F-test, Intelligence, Teacher Education

Modern School Management and Its Impact on the Academic Achievement of the Students of the Basic Stage in Jordanian Public Schools (Published)

The study aimed to identify the modern school administration and its impact on the academic achievement of the students of the basic stage in the Jordanian government schools. To achieve the objectives of the study, the researcher followed the analytical descriptive approach in terms of applying the study tool and data collection and analysis. Directorate of Education Jerash, While the sample of the study consisted of (20) students from Jerash Elementary School for Boys. The study found that there is a statistically significant effect of the modern school administration on the academic achievement of the students of the basic stage in Jordanian public schools. Modern administration in the various directorates of education affiliated to the Jordanian Ministry of Education.

Keywords: Academic Achievement, Basic Stage, Modern School Management, Students, public schools

A Path Analysis of Students and School Performance Indicators as Determinants of Pre- Service Midwives’ Achievement in Normal Midwifery Course (Published)

The quality of maternity care of a nation could be determined by the quality of her midwives. The most important factor of given quality maternity care is improving the pre-service education of the midwives. A well trained midwife is an asset to her nation as this is not debatable in any society, as midwives are expected to practice in any health care setting. Based on this assumption this study investigated the causal effect of school type, entry qualification, teacher student ratio, academic self-concept, academic support seeking, teacher quality, and achievement in obstetric Anatomy and Physiology as determinants of pre- service midwives’ achievement in Normal Midwifery in Nigeria. Ex-post factor research type and purposive sampling technique were used. Five hundred and fifty-nine student midwives and seventy-three teachers from eight schools of Midwifery in Lagos zone of Nigeria participated in the study. Six research instruments namely; Teacher Quality (r= 0.80), Academic Self Concept (r=0.84), Academic Support Seeking (r= 0.74), Achievement tests on Anatomy and Physiology (r= 0.79), Normal Midwifery (r= 0.80), and School records were used. Path analytic technique was used to answer four research questions. Seven predictor variables were hypothesized, two had direct while five exerted indirect influences on students’ achievement in normal midwifery. It is recommended that midwifery education should be a post basic training and students should be encouraged, motivated to learn Obstetric Anatomy and Physiology because of its importance to midwifery practice.

Keywords: Academic Achievement, Normal Midwifery Course, Performance Indicators, Pre-Service Midwifery

Mastery Learning Approach versus Constructivist-Based Learning Approach on Senior Secondary School Students’ Academic Achievement in Biology (Published)

This study as a comparative study, investigated the impact of two learning approaches, mastery learning approach and constructivist-based learning approach on senior secondary school students’ academic achievement in biology. The population of the study comprised of the 2016/2017 academic session of the senior secondary school biology students of Hallmark Academy Secondary School, Omoku, Rivers State. An intact class of 58 students in two streams (A/B) made up the sample size. Stream A had twenty eight (28) students who were taught using Mastery learning Approach, while stream B had thirty (30) students who were taught using Constructivist-Based Learning Approach. The instrument was a post 20-item test with a reliability coefficient of 0.66 gotten using test re-test, which was administered to the two groups. T-test statistics was the analytical tool used in testing the two hypotheses of this study. The study revealed that students taught using Mastery learning approach had higher academic achievements than those taught using constructivist-based learning approach. Consequently, it is recommended that Mastery Learning Approach should be encouraged in schools for mastery of subject contents and improved students’ achievement in science subjects especially in biology.

Keywords: Academic Achievement, Constructivist-Based, Learning Approach, Mastery

The Use of CSCL Environment to Promote Students’ Achievement and Skills in Handmade Embroidery (Published)

The study aimed to investigate the effect of using computer- supported collaborative learning environment in promoting students’ achievement and skills in Handmade Embroidery.  To achieve this aim, an achievement test and an observation card for students’ performance in embroidery were developed. Basic Support for Cooperative work (BSCW) was also used to support collaborative work via Internet.  Furthermore, the study adopted the experimental approach to determine the relationship between the independent variable, which was (CSCL), and the dependent variables represented in academic achievement and skill performance. The study was carried out on (50) female students from the fourth level of Home Economics department at the college of education.   Participants were distributed into two equal groups of (25) students in each.  The experimental group was taught through CSCL while the control group studied through the traditional ways of teaching. The study concluded that CSCL environment was more effective than the traditional ways of teaching in promoting students’ achievement and skills in handmade embroidery.

Keywords: Academic Achievement, CSCL environment, Computer-supported collaborative learning, Handmade Embroidery, Students performance

Differential Item Functing (DIF) In the Anxiety and Stress Scale on Students Academic Achievement in Chemistry Using Structural Equation Modeling (SEM) (Published)

This is a study that applied two different Structural Equation Modeling (SEM) methods for the detection of gender-and age-related item bias in the anxiety and stress scale on students’ academic achievement in chemistry (AASS). Specifically, a multi-group SEM approach was used to investigate both uniform and non uniform item bias in each subscale of AASS separately, and a multidimensional SEM approach that enabled in both subscales of AASS and with regard to both gender and age simultaneously. Results from the multi group SEM approach and the multidimensional SEM approach with regard to the detection of uniform item bias were largely consistent and generally agreed with the results of the ordinal logistic regression, item response theory (IRT) and contingency tables methods reported by Cameron et al 2014; Ogidi and Iweka 2015; and Iweka 2017. Inspection of parameter estimate’s of the final model showed that there was a significant positive association between Anxiety and stress (r=0.83, P<.001) indicating that symptom severity with respect to Anxiety goes together with symptom severity with respect to stress. There was a significant negative association between Age and Anxiety (r.024) P<.001), indicating that older students score lower on Anxiety than younger students.

Keywords: Academic Achievement, Anxiety, Differential Item Functing, Stress Scale, Structural Equation Modeling

Infographics and Its Effects on Pre-Service Teachers’ Academic Achievement and Attitude towards Media System (Published)

Media system is a very all-embracing and all-inclusive course and as such very lucrative. It’s a course that comprises Educational Technology, Instructional Technology, Instructional System Design and their Models e.t.c. Using varieties of strategies in the teaching and learning of this course can improve learners understanding, engagement and hands-on and also facilitates learning. Therefore, in Media system, some instructional strategies should be brought to the classroom which one of them is infographics. The delimitation of this study is infographics and their effect on pre-service teachers’ academic achievement and attitude in Media system. The study is important as it can facilitate learning, contribute to design of new instructions to be used in the classrooms. The design for the study was quasi-experimental design. Solomon Four Group Design was also used. The result shows that the use of infographics increases the pre-service teachers’ academic achievement and their attitude levels. More so, infographics provide the facilitators with variety of ideas in selecting, constructing and using varieties of instructional strategies. Infographics cut across all level of learning and should be recommended for effective and efficient delivery of instructions.

Keywords: Academic Achievement, Attitude Level, Infographic, Media System, Pre-Service Teachers

Learning Environment as Correlate of Students’Academic Achievement in Junior Secondary School Integrated Science (Published)

Environment plays an important role in the learning of integrated science. Environment means all the classroom conditions that facilitate teaching student’s perception in their classroom and their academic achievement in integrated science. Both human and material resources as well as interaction and attitudinal behaviors in the classroom setting make up the classroom learning environment. In order to carry out this study, two research questions were posed and a null hypothesis was formulated. The design of the study is a correlation survey. The population comprised the entire JS2 integrated science students from five secondary schools drawn randomly from the entire schools in Ogba-Egbema Ndoni Local Government Area of Rivers State. Mean, standard deviation, Pearson’s product moment correlation and t-test statistical techniques were used in analyzing the data. The result revealed that there is low mean perception of students of integrated science on their classroom environment. There is also positive significant relationship between their mean perception and their academic achievement. Based on the findings, some recommendations were made which include that integrated science teachers should be made to be aware of the influence of their environment on the achievement of students through seminars and workshops.

Keywords: Academic Achievement, Correlate of Students’, Integrated Science, Learning Environment, junior secondary school

The Use of CSCL Environment to Promote Students’ Achievement and Skills in Handmade Embroidery (Published)

The study aimed to investigate the effect of using computer- supported collaborative learning environment in promoting students’ achievement and skills in Handmade Embroidery.  To achieve this aim, an achievement test and an observation card for students’ performance in embroidery were developed. Basic Support for Cooperative work (BSCW) was also used to support collaborative work via Internet.  Furthermore, the study adopted the experimental approach to determine the relationship between the independent variable, which was (CSCL), and the dependent variables represented in academic achievement and skill performance. The study was carried out on (50) female students from the fourth level of Home Economics department at the college of education.   Participants were distributed into two equal groups of (25) students in each.  The experimental group was taught through CSCL while the control group studied through the traditional ways of teaching. The study concluded that CSCL environment was more effective than the traditional ways of teaching in promoting students’ achievement and skills in handmade embroidery.

Keywords: Academic Achievement, CSCL environment, Computer-supported collaborative learning, Handmade Embroidery, Students performance

Intelligence and Academic Achievement: A Longitudinal Survey (Published)

With longitudinal survey design of survey research method, this study investigated the complex relationships between intelligence and academic achievement in Mathematics and English Language over a period of four years in Nigeria.  A random sample of 637 Junior Secondary III students, aged 14 years, was drawn and followed till the end of their Senior Secondary III at the age of 17. Their Mathematics and English Language academic achievement were validly measured with Junior Secondary Certificate Examination (JSCE) scores and Senior Secondary Certificate Examination (SSCE) scores. Their IQ was validly and reliably measured with Culture Fair Intelligence Test that has been validated and standardized for use in Nigeria. Data were collected during the students’ 2011/2012 JSCE and 2014/2015 SSCE. The IQ and JSCE as well as SSCE scores were subjected to partial correlation analysis at 0.05 alpha, using SPSS Version 22. Results showed statistically significant relationship between IQ and Mathematics achievement (0.499 and 0.495) when English Language is partialled out; and between IQ and English Language achievement (0.411 and 0.346) when Mathematics is partialled out; respectively across the junior and senior secondary levels of schooling. Results, among others, further indicated overwhelming evidence of stability of intelligence (0.702) with the four-year time interval in super corroboration of fluid and crystalized theory of intelligence. Coefficient of partial determination unveiled that IQ accounts for 24.90% to 24.50% of the variance in Mathematics achievement, and 16.89% to 11.97% of the variance in English Language achievement.

Keywords: Academic Achievement, Complex relationships, Culture Fair Intelligence Test