Tag Archives: Academic Achievement

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

The Impact of Learning Motivation Strategy on the Academic Achievement of the Southern Ghor District Students in English Language (Published)

This study aims at identifying the impact of learning motivation strategy on the academic achievement of the Southern Ghor District students in English language as well as the response of the Southern Ghor students to new and unfamiliar learning strategies and the identification of the Southern Ghor district teachers use of modern learning strategies. The population of the study was represented by the secondary stage students of the Southern Ghor district where a random sample of (50) students was chosen from that population. Of the most important results produced by the study was the existence of statistically significant effect of using learning motivation strategies on the academic achievement of the students. The study presented several recommendations most importantly holding educational training courses for the secondary stage teachers explaining the significance of learning motivation and ways of stimulating their students for learning through the available strategies which fit in the surrounding environment of their schools

Keywords: Academic Achievement, English Language, Learning, Motivation Strategy, Southern Ghor District, Students

The Relationship between the Achievement of Preparatory Year Students in English Language and Their Achievement in Their Future Studies at Najran University (Published)

The study aimed at identifying the relationship between the achievement of preparatory year students in English language and their achievement in their future studies at Najran University. The data of 156 students from four different colleges were involved in this study. Statistical methods such as Pearson correlation coefficient, one-way ANOVA, simple linear regression, mean and standard deviation were used to analyse the data. The study findings revealed that there is a significant positive relationship between English language achievement and academic achievement. It has been also found that there are no significant differences in achievement in English language attributed to different genders. Similarly, there were no significant differences in academic achievement attributed to college type. Depending on the findings above, English language learning should be emphasised, especially before involvement in academic programs. Enhancement of English language learning can take place in a preparatory year program or any other pre-sessional course. The English learning focus within preparatory programs should be given much more emphasis as it is the only way to bridge the gap between weak outcomes from general education and higher education, since it is apparent that English proficiency amongst school leavers is poor.

Keywords: Academic Achievement, Correlation, EFL, English achievement

Effects of Information and Communication Technology (Ict) Application on Academic Achievement of Students in Christian Religious Studies in Cross River State (Published)

This study investigates the effects of Information and Communication Technology (ICT) application on academic achievement of students in Christian Religious Studies (CRS). This was necessitated by the fact that so much has been said about the use of ICT in Science-based subjects but little, if any is known about the role of ICT in the teaching and learning of CRS. The research design adopted for the study is a quasi-experimental, randomized pretest-posttest experimental design. Eight (8) public secondary schools and eighty (80) Senior Secondary School One (SSS1) students in Cross River State were selected by stratified random sampling technique. Three research questions were answered and three null hypotheses were posited and tested at 0.05 level of significance. The research instruments used for the study is Sample Selection Pre-test 1 and 2 (SSPT1&2), Projected Video Package (PVP) and ICT Facility Observation Checklist (ICT-FOC). The gathered data are analyzed according to research questions and research hypotheses using mean percentage, standard deviation and Analysis of Covariance (ANCOVA). The findings of the study indicate that students taught using the Projected Video Package (PVP) performed better than those taught using the Conventional Instructional Strategy (CIS) in CRS; the male students revealed higher level of achievement compared to the female students; urban students that were taught using PVP performed better than those taught using CIS. Based on the findings, we recommend that educational authorities should train CRS teachers on the use of ICT in the classroom to enhance students understanding of the basic themes in Christian Religious Studies.

Keywords: Academic Achievement, Information and Communication Technology, Media Availability

Effect of Assessment for Learning (AFL) On Biology Academic Achievement of Senior Secondary Students in Rivers State (Published)

The study investigated Effect of Assessment for Learning (AFL) on Biology Academic Achievement of Senior Secondary Students in Rivers State. The researchers adopted a non-randomized pretest-posttest control group quasi-experimental research design. The population of the study consists of 34,825, Senior Secondary Two (SS2) students duly registered in public secondary schools (2013/2014 Session) in the 23 Local Government Areas of Rivers State, Nigeria. A total of 400 Senior Secondary Two (SS2) students’ (200 males and females respectively) were sampled through multistage sampling technique in Ikwerre, Obio/Akpor, Ogu/Bolo, Okrika and Port Harcourt Local Government Areas. Students’ in intact classes were assigned to four experimental groups and one control group. Students’ in the experimental groups were subjected to the following Assessment For Learning strategies: use of questioning, comment only marking, self/peer assessment and formative use of summative assessment, while students’ in the control group were subjected to the traditional assessment method. Two research questions and two hypotheses were postulated for the study. A 40 item instrument titled: “Assessment For Learning Biology Achievement Test” (AFLBAT) developed by the researchers was used for data collection. The instrument was duly validated by three subject specialists and two experts in educational measurement and evaluation. An internal consistency coefficient of 0.71 was obtained using Rulon formula. Data for the study were analyzed using descriptive statistics (mean, and standard deviation), analysis of covariance (ANCOVA) and paired sample t-test. The analysis of data was done using SPSS software. The result of the study revealed that: Assessment For Learning strategies effectively improved biology achievement of students’; biology academic achievement of students was enhanced by the following AFL strategies: use of questioning, comment only marking and self/peer assessment but the most effective is comment only marking; AFL has a significant effect on biology academic achievement of students. Based on the results of the study, the following recommendation among others was made by the researchers: a critical review of classroom assessment methods is advocated, especially in the aspect of comments made by teachers concerning learning outcome of students’.

Keywords: Academic Achievement, Assessment for Learning, Biology, Formative assessment, Summative Assessment

Influence of Problem-Based Learning in Chemistry on Academic Achievement of High School Students in Osun State, Nigeria (Published)

The aim of this study was to investigate the Influence of Problem-Based learning in Chemistry education on academic achievement of school students. To achieve this purpose, three research questions were generated. The study adopted a descriptive survey design. Purposive sampling technique was used to select 300 senior secondary two (S.S.2) science students and data was collected by administering a questionnaire on the influence of problem-based learning in Chemistry education on academic achievement of school students. Data generated was analyzed using descriptive statistics. The findings of this study revealed various activities engaged in by students during PBL lessons. Based on the findings, a number of recommendations were made.

Keywords: Academic Achievement, Higher-order thinking, Pedagogical Approach., Problem-Based Learning

Teacher Demographic Variables and Students’s Academic Achievement in Secondary Schools Home Economics in Calabar Educational Zone of Cross River State (Published)

This study investigated the influence of teacher demographic variables on secondary School students’ academic achievement in Home Economics in Calabar educational zone of Cross River State. Hypotheses were postulated to guide the study. Some relevant literatures were reviewed based on the two variables of the study. The study adopted a survey design. Simple random sampling technique was utilized to draw four hundred and twenty (420) respondents comprising of twenty (20) Home Economics teachers and four hundred (400) JSS III Students from the population. Two sets of instruments were used to elicit information from the sample. These instruments include: “Teacher demographic variables questionnaire” (T.D.V.Q) and “Home Economics Achievement Test” (HEAT). Kuder Richardson formular – 21 was used to establish the reliability coefficient of HEAT with an estimate of 0.77. T-Test was used in the data analysis. The results of data analysis showed that the two hypotheses were significant at 0.05 probability level. This means that educational qualifications and experience of the teacher influence significantly the students’ academic achievement in Home Economics in the study area. Based on these findings some recommendations were made.

Keywords: Academic Achievement, Calabar Educational Zone, Cross River State, Home Economics, Secondary Schools, Students, Teacher Demographic Variables

Relationship between Teachers’ Effective Communication and Students’ Academic Achievement at the Northern Border University, Saudi Arabia (Published)

Effective Communication between faculty members and students is one of the concerns of the educational stakeholders at the Northern Border University, Saudi Arabia. This study investigates the relationship between teachers’ effective communication and students’ academic achievement at the Northern Border University. The survey questionnaire containing 26 items was administered on 100 students, 50 males and 50 females to ask about their perception towards the effective communication of the faculty members and their academic achievement at the Faculty of Education and Arts, Northern Border University in the City of Arar, Saudi Arabia. The results of the Descriptive statistics method showed that, almost more than half of the students agreed that, the friendly and understanding position maintained by their faculty members had helped them to highly achieve academically. The results of the independent sample T-test found no statistically significant differences between the students ‘academic achievement and their faculty members’ verbal communication across the respondents’ gender and year of study. The study recommended for the Northern Border Authority as well as the Saudi Government looking into other areas that might bring about the effective communication of the staff and the students’ academic achievement in the University.

Keywords: Academic Achievement, Effective Communication, Northern Border University, Saudi Arabia

Relationship between Teachers’ Effective Communication and Students’ Academic Achievement at the Northern Border University, Saudi Arabia (Published)

Effective Communication between faculty members and students is one of the concerns of the educational stakeholders at the Northern Border University, Saudi Arabia. This study investigates the relationship between teachers’ effective communication and students’ academic achievement at the Northern Border University. The survey questionnaire containing 26 items was administered on 100 students, 50 males and 50 females to ask about their perception towards the effective communication of the faculty members and their academic achievement at the Faculty of Education and Arts, Northern Border University in the City of Arar, Saudi Arabia. The results of the Descriptive statistics method showed that, almost more than half of the students agreed that, the friendly and understanding position maintained by their faculty members had helped them to highly achieve academically. The results of the independent sample T-test found no statistically significant differences between the students ‘academic achievement and their faculty members’ verbal communication across the respondents’ gender and year of study. The study recommended for the Northern Border Authority as well as the Saudi Government looking into other areas that might bring about the effective communication of the staff and the students’ academic achievement in the University.

Keywords: Academic Achievement, Effective Communication, Northern Border University, Saudi Arabia

STUDENTS’ INTEREST IN SOCIAL STUDIES AND ACADEMIC ACHIEVEMENT IN TERTIARY INSTITUTIONS IN CROSS RIVER STATE, NIGERIA (Published)

This research examined students’ interest in social studies and academic achievement in tertiary institutions in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of seven hundred and fifty-three (753) students was randomly selected for the study. The instruments for data collection were the Students’ Interest in social Studies Questionnaire (SISSQ) and Social Studies Achievement Test (SOSAT) developed by the researchers were subjected to validation by experts in measurement and evaluation. The reliability estimate of the instruments was established through the split-half reliability method and it associate Spearman Brown prophecy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at.05 level of significance. The result of the analysis revealed that students’ interest in social studies significantly relate to their academic achievement in the subject. Based on the finding of the study, it was recommended that teachers/facilitators should explain all subject matter in away that each student can comprehend in order to arouse their interest in the subject among others.

Keywords: Academic Achievement, Cross River State, Nigeria, Social Studies, Students’ Interest, Tertiary Institutions

ASSESSMENT OF COPING STRATEGIES BY ORPHANED LEARNERS AND THEIR ACADEMIC ACHIEVEMENT IN SELECTED PRIMARY SCHOOLS IN KENYA (Published)

Despite the vulnerable status of the orphaned learners, every child in Kenya has a right to quality education that should lead to good performance and achievement of Universal Primary Education (UPE). This study assessed coping strategies by exceptional orphaned learners and their academic achievement in Winam Division in Kisumu County. The theory underpinning the study was self- efficacy theory by Albert Bandura (1994). Descriptive survey design was used in the study. The study population consisted of 43 head teachers, 516 teachers and 3042 orphaned learners in 43 mixed public primary schools. Data was collected by questionnaire, interview schedule and document analysis. Quantitative data was analyzed using frequency counts, means, percentages and standard deviation. Data from the interviews were organized into themes and sub-themes as they emerged through the objective. The study established that; most orphaned learners stay with older siblings, lacked some basic needs and lacked guidance from adults. Hard work, personal ambition, role models from their schools and guidance from teachers were the most outstanding factors that enabled orphaned learners to perform well in their academics. The study recommends that grandparents who care for the orphans be supported financially by the government. The Ministry of Health in collaboration with other stake holders should launch health and nutrition program in schools where the program has not yet been started. Life skills education should be examined like any other subject in the curriculum. There should be a vote head under FPE to cater for orphaned learners’ school requirements. School administration should link orphaned learners who perform well with sponsors to ensure that they continue with their secondary education

Keywords: Academic Achievement, Assessment, Coping Strategies, Kenya, Orphaned Learners, Primary schools.

THE RELATIONSHIP BETWEEN SOCIO-ECONOMIC STATUS AND ACADEMIC ACHIEVEMENT IN THE EFL CLASSROOM AMONG IRANIAN UNIVERSITY STUDENTS (Published)

Numerous studies have shown that the socioeconomic (SES) achievement gap is the main cause of inequality of students in schools and other educational systems (Bourdieu 1989; Carnoy 2007; Shavit and Blossfeld 1993, as cited in Doren, 2013). The most significant reason of this finding according to Battle and Lewis (2002) might be the fact that a person’s education is clearly linked to their life chances, income and well-being. The low status students compared with the mid/high status students are often more depressed and they are concerned about their financial problems and sometimes they don’t have enough time for studying and other academic activities. As such, besides providing the educational materials and facilities to promote learning and achievement in academic settings, the socioeconomic status of the students or their family could be a factor which impacts on their emotional state and motivation for their learning. Stern (1963, as cited in Burstall, 1975) also stated that there is a serious need to study motivational factors which may result in the students’ development of positive or negative attitudes toward foreign language culture, language itself, and people of the foreign country, which may have hindering or facilitating results on the foreign language development. As some researchers such as Gayton (2010) also have recognized, while the influence on language-learning motivation of other macro -level factors, such as gender, have been extensively investigated, there has been comparatively little written about an association between SES and language- learning. Particularly, in Iran and even more evidently among the university students, differential achievement along the lines of SES has not been central to investigation in the realm of educational attainment. This is while the problem of socioeconomic status is getting more and more tangible in universities due to its impacts on the students’ academic achievement and even sometimes it causes some students put aside their education. Thus, it is important to have a clear understanding of what benefits or hinders Iranian university-age students’ educational attainment. As such, the present research aims to investigate the effects of the socio-economic status on EFL sophomore learners’ academic achievement in the national university of a town in Iran named Rafsanjan.

Keywords: Academic Achievement, EFL, Iranian University Students, Socio-Economic Status