The Effects of Tutorial Class for Female Students on Their Academic Performance in Chemistry at Chiro Town Qilliso Primary School, Ethiopia (Published)
The purpose of this study was to assess the effectiveness of tutorial class on female students’ grade 7th and 8th academic performance in chemistry at Qilliso primary school. The study employed the survey research design. Data were collected seventy female students as a sample from the total of 85 female students in grade 7th and 8th by using simple random sampling techniques and 10 teachers, 2 vice principal and 1 principal were selected by using purposive sampling techniques. The statistical package for social sciences (SPSS) version 20 software was used to analyze the quantitative data of the study. The results revealed that tutorial support has both academic and psychological effects on female students. Academically, tutorial class is effective in improving a student’s academic performance. Psychologically, tutorial support is effective in improving their self-confidence, self-concept, decision-making ability, memory and feeling of happiness. Finally, the study suggested that tutorials are indispensable factors in the achievements of educational goals and objectives. Therefore, students, teachers and chiro educational office should give special attention to the implementation of effective tutorial class support for female students.
Stepmothers’ Violence against Stepdaughters in Ashanti Region of Ghana: A Hindrance to Gender Equality (Published)
It is a known fact that gender inequality occur, more often than not, as men take offensive taste as they take certain pleasure in discriminating against women in enhancing their (men’s) self-respect, as the men end up discriminating against womanhood and subjecting women into a lesser liberty. However, women also contribute to gender inequality as they take offensive taste. This paper looks at how stepmothers perpetrate violence against their stepdaughters in Ghana and how such act contribute to gender inequality. The study was a longitudinal study which took place between 2005 and 2016. Stepdaughters were selected from four schools conveniently and observed for at most a three-year period. The findings were that the most frequent physical violence meted out to stepdaughters includes waking them up early from the bed, denying them of food, slapping, shaking, pushing and pulling, punching, choking, canning, scratching, pulling hair, hitting with an object, and, threatening. Also, stepmothers in the study area do not have mothering love for other people’s daughters but subject stepdaughters to psychologically, emotionally and physically oppression. The stepdaughters academic performances became affected thereby leading to majority of them dropped out of school. The study concluded that stepmothers in the study area take offensive taste by subjecting their stepdaughters to hardship and end up discriminate against womanhood and subject women to a lesser liberty thereby widen gender inequality.
Citation: Simon Kyei (2022) Stepmothers’ Violence against Stepdaughters in Ashanti Region of Ghana: A Hindrance to Gender Equality, International Journal of Sociology and Anthropology Research, Vol.8, No.2 pp.38-56
Effects of Experiential and Problem-Solving Strategies On Academic Performance of Biology Students in Senior Secondary Schools in Nigeria (Published)
The study investigated the effects of experiential learning and problem-solving strategies on academic performance of Biology students at senior level in some senior secondary schools located in south-west Nigeria. The study examined the difference in the academic performance of Biology students taught with experiential learning and problem solving strategies and their counterparts taught with conventional method. The research design for the study was a quasi-experimental research of the pre-test, post-test control group. The population consisted of Biology students in all public senior secondary schools in south-west Nigeria. The sample consisted 240 SS2 Biology students which was selected through multistage sampling procedure. Two groups were randomly selected to experimental groups and control group. The students in the experimental groups were exposed to experiential learning and problem solving strategies, while the control group were taught with conventional teaching method. Biology Performance Test was used to generate data for the study after the treatment. The instrument was validated by experts in Science Education and Tests, Measurement and Evaluation. Their suggestions were taken into consideration for necessary correction. The reliability was ensured by using test re-test method and coefficient of 0.82 was obtained. The hypotheses were analysed using mean, standard deviation, t-test, Analysis of Covariance (ANCOVA) and multiple classifications Analysis (MCA). The finding showed that there was low performance in experiential learning, problem solving and control groups before the treatment. After exposure of experimental group to experiential learning, problem solving strategies, their performance was high compare to their counterparts in control group. It was recommended that Biology teachers should upgrade their knowledge on experiential learning and problem solving strategies through seminar or workshop, students should be encouraged to use their experience to solve problems in any given concept to enhance their performance.
Effect of Guided Discovery Method on Secondary School Students’ Academic Performance in Biology in Makurdi, Benue State, Nigeria (Published)
Citation: Msuur Tofi; Emmanuel E. Achor and Victoria I. Eje (2022) Effect of Guided Discovery Method on Secondary School Students’ Academic Performance in Biology in Makurdi, Benue State, Nigeria, European Journal of Training and Development Studies, Vol.9 No.1, pp.32-40
Abstract: This study investigated the effect of Guided Discovery method on Senior Secondary School students’ academic performance in Biology in Makurdi, Benue State, Nigeria. Two research questions were raised and two null hypotheses were formulated. The study employed a quasi-experimental design. The population comprised of 8,670 Students in all the public Secondary Schools in Makurdi Metropolis. Two schools were randomly selected using simple random sampling technique from among the public Secondary Schools in Makurdi and a sample size of 47 Senior Secondary two (SS2) students were used for the study. The instrument used for data collection was Biology Academic Performance Test (BAPT). Biology Academic Performance Test (BAPT) was validated by 3 experts in science education. The BAPT was pilot tested on intact class and a reliability coefficient of 0.79 was obtained using Kuder Richardson Formula-21 (K-R21). The research questions were answered using descriptive statistics of mean and standard deviation. The null hypotheses formulated were tested at 0.05 level of significance using inferential statistics of independent t-test. The findings showed that, there was a significant difference between the mean academic performance scores of students taught Biology using Guided Discovery method and those taught using Lecture method in favour of those students taught using Guided Discovery method. There was no significant difference between the mean academic performance scores of male and female students taught Biology using Guided Discovery method. It was recommended among others that; Biology teachers should use Guided Discovery method for teaching Biology at the secondary school level.
The Effects of Male and Female Cohabitation on Academic Performance of Nigeria Tertiary Institutions Students: A Case of Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria (Published)
Citation:Nurudeen Saka-Olokungboye; Ebunoluwa Hope Ehinola; Joseph Olanrenwaju Ilugbami ;Olaleke Olateru – Olagbegi (2022) The Effects of Male and Female Cohabitation on Academic Performance of Nigeria Tertiary Institutions Students: A Case of Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria, International Journal of Education, Learning and Development, Vol. 10, No.1, pp.44-61
Abstract: Cohabitation has gained notoriety in Nigeria tertiary institutions and has continued to attract scholarly attention in recent time. This deviant behavior comes in various guises and aliases among Nigeria tertiary institutions students where the menace is widely spread. It is commonly referred to as ‘campus marriage’, ‘couple’s life’, campus coupling’, marrying for marriage’ etc, a nomenclature invented to give this deviant and wholesome act an acceptable norm amongst youths in Nigeria tertiary institutions. This study, therefore, investigates the effects of cohabitation on Academic performance of students of Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria. The study adopted an exploratory design-method and a total of 360 National Diploma (ND) and Higher National Diploma (HND) students were randomly sampled from the six faculties of the polytechnic. Rational choice theory was employed to explain why individual is more likely to undertake actions that they perceive to be best option and one that would immensely be to their own advantage. The data collected were analyzed using descriptive statistic-percentages and frequency. The study reveals that 72.8% of the respondents live outside the institution due to shortage of hostel accommodation, thus they cohabit. The study found out that 92.45% of the respondents agreed that cohabitation increases risk of unwanted pregnancy among cohabiting students especially females, which may affect their academic performances. Also, 86.2% agreed that frequent and unrestrained sexual activities could affect academic performance of cohabiting students. Based on the findings, it was therefore, recommended that Management of the institution should provide adequate hostel accommodation for students, parents and guardians should pay frequent unscheduled visit to their children in school and regular sensitization programme should be done for students on the danger of cohabitation by the Polytechnic management.
Computer Mediated Communication and Academic Performance of University Students’ in Nigeria (Published)
This study on Computer Mediated Communication and Academic Performance of University Students’ in Nigeria has as its objectives to ascertain the level of exposure, determine the level of dependence, ascertain the level of application and gratification derived from the use of computer mediated communication by University students’ in Nigeria. The research design used for data collection was opinion survey, with questionnaire and personal interviews as research instruments. The population of the study comprised students of Akwa Ibom State University, which is 8,999 (wwwaksu.edu.ng). The sample size of 400 was determined using Taro Yamani’s sample size determination formula. The research adopted two sampling procedures for selecting samples for the study. The data collected from the questionnaire were analysed in simple percentages and the personal interview were analysed qualitatively using explanation building based on the research questions. The study which was anchored on Computer Mediated Communication theory and Technology Determinism theory found out that majority of respondents (61%) agreed that the level of application/dependence on CMC was very little. The study further revealed that respondents perceived the level of application/dependence on CMC to be unsatisfactory. The study further revealed factors affecting CMC implementation in Akwa Ibom State University to include poor quality of internet signals, learners perception of social presence in CMC, lack of data, inadequate computer/laptops in the university and insufficient electricity on campus.
A Study on Factors that Influence Students Academic Performance in Kogi State University Anyigba: A Binary Logistic Regression Approach (Published)
Students’ academic performance of the target institution is discussed under certain vital statistical parameters. The study, aimed at determining strategic remedy to poor academic performance of students, identified possible negative impact factors within the institution. The study considered the following factors: Jamb Score (prior academic performance), Number of friends on Social Networking Sites (SNS), Concept of knowledge acquired in class and how it relates to real world experience (students’ motivation). Others are: How often they attend lectures, Rate of study in hours per week; How often they discuss ideas from lectures (students’ academic habit) and Time spent taking extra job alongside academic program (additional job). With these factors technically analysed, we employed Binary Logistic Regression Model to investigate the influence of these factors on students’ performance, whereas data analysis shows that these factors negatively affected students’ academically. From our findings, we recommended that intervention strategies that supports improvement among the Academically Imbalance Students (AIS), should be focused on: how to enhance immediate academic performance at the early stage of their academic career, guided usage of social networking sites. Furthermore, ensuring sufficient motivation as well as improved students’ academic habit must be encouraged. In addition, a proper choice of mode of study when additional job is unavoidable should be considered.
Citation: Jimoh Ahmed, Bashiru Omeiza Sule, Salawu Adamu Saka, Owonipa Oluremi Rasheedat, Ibrahim Ismaila Itopa (2021) Study on Factors that Influence Students Academic Performance in Kogi State University Anyigba: A Binary Logistic Regression Approach,
Engagement in Mobile Learning As a Correlate of Academic Performance among Science Education Students in Public Universities in Enugu State, Nigeria (Published)
This study determined engagement in mobile learning as a correlate of academic performance among science education students. The correlation survey research design was employed. The population of the study comprised 83(34 males and 49 females) science education level 3 students of 2017/2018 academic session in the two public universities in Enugu State. The sample was all the eighty three (83) science education level 3 students since it is manageable. Two instruments; Students’ Engagement in Mobile Learning Questionnaire (SEMLQ) and Students’ Academic Performance Proforma (SAPP) developed by the researchers were used to collect data. The SEMLQ was subjected to reliability analysis using Cronbach Alpha Method. Data collected were analyzed using multiple regression analysis to answer the research questions and test the hypotheses at 0.05 level of significance. The result showed that: the regression/beta coefficients (β) associated with each of the predictor variables in predicting students’ academic performance was significant. A coefficient of determination (R2) of 0.77 obtained indicated that 77% of variation in students’ academic performance was attributable to students’ engagement in mobile learning compositely; gender does not significantly moderate the prediction of students’ academic performance.
Citation: Agbo Lourita Princess, Nwafor, Stephen Chinedu, Odukwe, Ogochukwu Chinelo (2021) Engagement in Mobile Learning As a Correlate of Academic Performance among Science Education Students in Public Universities in Enugu State, Nigeria, European Journal of Training and Development Studies, Vol.8 No.2, pp.1-10
Effect of Computer Assisted Instruction on the Academic Performance of Technical College Students in Electrical Installation and Maintenance Work in Enugu State (Published)
This study investigated effect of Computer Assisted Instruction on academic performance of technical college students in Electrical Installation and Maintenance Work in Enugu State. A research question and a null hypothesis guided the study. Quasi experimental research design was adopted for the study. The sample used for the study consisted of 22 NTC II students made up of 14 males and 8 females. Purposive sampling technique was used to select two schools from Udi and Enugu education zones. An intact class was used in each of the schools which were tagged experimental and control group respectively. The instrument used for data collection was a 50 objective questions developed by the researchers which was administered as pretest and posttest to the experimental and control groups respectively. Pearson correlation coefficient formula was used to establish the reliability of the instrument which yielded 0.81 coefficient reliability. The research question was answered using mean scores whereas the hypothesis was analyzed using ANCOVA. The mean scores and ANCOVA were calculated using SPSS version 20. The findings showed that CAI significantly impacted the students’ academic performance. In view of the finding, it was recommended among others that CAI should be formally adopted in technical colleges, secondary and vocational schools for instruction in Electrical Installation and Maintenance Work to improve academic performance of students.
Key Factors Influencing Academic Performance of International Students’ In UK Universities: A Preliminary Investigation (Published)
This study examines the extent to which international students from selected countries were satisfied with their academic performance. The study aims to give an insight into international students’ learning experience by exploring factors influencing students’ academic performance. The study adopted qualitative method. More specifically, semi- structured interview was adopted with a total of 10 participants. The findings suggest that International students studying in the United Kingdom encounter certain challenges which tend to constrain their academic performance. The most significant of these barriers include the foreign language, which particularly concerns inadequate acquaintance with the English language; adjustment barriers, such as such as motivation, application, performance and satisfaction with the academic environment, as well as making friends, being part of social activities or being able to work in groups; academic issues, such as prior academic preparation, adjustment to foreign teaching methodology and pressure from performance expectations and work load issues, student teacher relationship, study skills, plagiarism and group work; and Culture. The major contribution of this study is the framework for understanding the critical factors influencing academic performance of international students in the UK, which shows the order in which these factors interact to constrain learning and ultimately the academic performance of international students.
Particular Admission Test and Perception on Assessment Method: Does it Influence the Academic Performance in Problem-Based Learning of Medical Course? (Published)
Academic performance has an essential impact in predicting the success of an educational program. This study was performed to identify the impact particular admission test and student perception on assessment method to academic performance in term of grade point average (GPA). A cross-sectional study design was conducted on 158 medical students at University of Islam Bandung to participate in taking a quantitative survey. A questionnaire was adapted from a student perception of assessment questionnaire (SPAQ). Data analysis used the Chi-square test and Mann Whitney test. The majority of students have a good perception of the assessment method (88.6%). Admission test through special interest and abilities influence academic achievement with a p-value of 0.004. The assessment system is quite effective in assessing the learning outcome. This is due to the perception of the assessment method is more related to student learning approaches than academic achievement.
Unified Tertiary Matriculation Examination (UTME) and the Post Unified Tertiary Matriculation Examination (PUTME) As Predictors of Undergraduate Students’ Final Grades (Published)
This study set out to investigate UTME and PUTME Examinations as predictors of undergraduate students’ final grades. The research design is the ex-post-facto. The population of this study comprises of 100 and 200level undergraduate students in four different departments. The sample for the analysis is 436 students. Data were collected from the official students’ records at the Management Information System (M.I.S) Unit of the University of Benin. The data collected were analyzed using Pearson Product Moment Correlation Coefficient (r) and linear regression. The findings of the study revealed that JAMB/UTME, PUTME scores do not significantly predict undergraduate final grades in Nigeria University and both JAMB/UTME and PUME scores combined do not significantly predict undergraduate final grades in Nigeria University. The need for stakeholders in education to examine the relevance of the JAMB/UTME and PUTME examinations in the selection of students into the tertiary institution which has led to multiplicity of examination and other attendant problems for the students, parents and even the institutions; and the need for every tertiary institution to be allowed to conduct their screening examination and not a stooge of the Joint Admission and Matriculation Board were recommended.
Comparative Analysis and Gender Effects of Students Academic Performance in Senior Secondary School Certificate Examination (SSCE) In Physics between Year 2013 And 2017 In Ekiti State, Nigeria. (Published)
The study examines the comparative analysis and gender effects of students academic performance in Physics of male and female students for five years of S.S.C.E result across all the local government area of Ekiti State, Nigeria. 27,376 students comprising of male= 12,927, female= 14,449 were sampled for the study. The researcher designed three research questions from the analysis of the data collected from the Ekiti State Ministry of Education, Science and Technology, Planning, Research and Statistics Department, Ado-Ekiti and it were answered descriptively. The percentage, t-test and chi-square were used to analyze the data collected and two hypotheses were generated and was tested at 0.05 level of significance. The project concluded that Students’ performance in Physics in secondary school is no gender bias. However, male students are better in performance than female students. It was recommended amongst others that Government, school management and individual should also encourage female students who performed well in Physics by given them scholarship or bursary award as it is being done in some secondary schools like Principals’ award, Teachers’ award or any other special awards.
Junior High School Mathematics Teachers’ Beliefs and their Instructional Practices and Its Effects on Students’ Academic Performance (Published)
For over a decade now, students’ performance in mathematics at the Junior High School leaves much to be desired. The trend in performance by students at the said level has made researchers ascertain the indicators and factors responsible for this low performance. As a matter of fact, a number of studies conducted have mentioned teachers’ beliefs and their instructional practices as one of the major factors that determines students’ performance in mathematics. This study, however, focused on finding out the effect of Junior High School teachers’beliefs and their instructional practices on the academic performance of students in mathematics. The study was conducted in the Cape Coast Metropolis in the Central Region of Ghana and utilized the descriptive survey design to explore the phenomenon in question. A sample of 31 teachers and 306 students were involved in the study. Analysis of results revealed that teachers who were involved in the study hold constructivist beliefs, however, there were discrepancies in the practices they enact in their classroom. Furthermore, there was no statistically significant effect of teachers’ beliefs and instructional practices on students’ performance. Implications for these findings to the teaching and learning of mathematics and teachers’ professional development are discussed in the work.
Effects of Sports Participation on the Academic Performance of Senior High School Students in Mathematics (Published)
The primary purpose of this study was to investigate the effect of engaging in sporting activities on the academic performance of students in mathematics at the senior high school level in the Cape Coast Metropolis. To ascertain the main objective of the study, descriptive survey design was employed. The study used 100 senior high school students comprising 59 student-athletes and 41 non-student athletes. For data collection, each respondent was presented with the research questionnaire designed for the study. The study revealed that, there is no statistically significant difference between the performance of student-athletes and non-student athletes in mathematics. The study, however, concluded that, sports participation has no negative effects on students-athletes’ academic performance in mathematics. What this finding implies is that, parents and mathematics teachers should not seize students from participating in sporting activities with the fear that participating in sports worsens academic performance.
Effect of Blended Learning on Students’ Academic Performance in Physics in Federal Colleges of Education in South East, Nigeria (Published)
This study investigated the effect of blended learning on the academic performance of Physics students in Federal Colleges of Education in South East, Nigeria. Two research objectives, two research questions as well as two research hypotheses guided the study. The population of the study comprised all the 287 Physics students in the three Federal Colleges of Education in South East, Nigeria. A sample of 81 students were purposively selected for the study from two of the three colleges. The instrument for data collection was a -50 multiple choice researcher-made test entitled Researcher Made Electromagnetic Theory Achievement Test (RMETAT). Test retest method was used to ensure the reliability of the instrument. Reliability coefficients of temporal stability of 0.97 and that of internal consistency of 0.72 were determined for the instrument. Mean, standard deviation and ANCOVA were the statistical tools used for data analysis. The study found out that blended learning increased the performance of Physics students who participated in the study. It was also found out that the performances of students were not dependent on their gender. The researcher, therefore among other things recommended that blended learning should be made a compulsory teaching strategy for Colleges of Education and similar institutions and that compulsory periodic training and retraining of teachers in institutions of higher learning on 21st century teaching strategies such as blended learning be put in place.
Effects of Guided Inquiry and Individualized Strategies on the Academic Performance of Senior Secondary School Economics Students in Imo State (Published)
This study examined the effect of guided inquiry and individualized strategies on the academic performance of senior secondary school economics students in Imo State. The study was carried out using quasi-experimental, non-randomized control group pretest posttest design, having two aims of the study, two research questions and hypotheses. A total of one hundred (100) senior secondary school two students (SSII) were drawn from two co-educational schools and two intact classes constituted the same size for the study. The schools were selected by purposive sampling likewise the intact classes, the researchers classified the students into 50 students per group (that is treatment group) fifty (50) while control group fifty (50). One instrument was used for collecting the data of the study. The instrument was: Economics Achievement Test (EAT). Research questions were answered using mean and standard deviation while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The major finding was that male students performed better than the female students taught Economics with individualized teaching strategy and guided inquiry strategy respectively. Based on the findings of this study, it was recommended that individualized teaching strategy should be encouraged by teachers in the teaching of Economics to enhance the quality of performance in the subject.
Community of Inquiry (Coi) On Undergraduates’ Performance in Computer in Education, University of Port Harcourt (Published)
This study investigated the effect of Community of Inquiry (CoI) on undergraduates’ performance in Computer in Education, University of Port Harcourt. Two objectives, two research questions, and two null hypotheses guided the study. Both conceptual and empirical studies were reviewed. The study adopted a quasi-experimental design with a total population of five hundred and thirty-two (532) male and female 400 level undergraduate students who are offering Computer in Education Course in Faculty of Education, and the sample comprised two hundred and eighty-nine (289) respondents purposefully selected from the entire population. The instrument used for data collection was a Computer Performance Test (CPT).The instrument was subjected to face and content validation with a reliability coefficient of 0.95. Mean, Standard deviation, z-test and Analysis of Covariance (ANCOVA) were the statistical tools used in the study. The findings revealed that there is a significant difference in the effect of strategies (Community of Inquiry and discussion methods) on students’ performance in Computer in Education. Furthermore, there is no significant difference in the influence of gender on students’ performance in Computer in Education. Based on these findings, the study recommends that Lecturers in Faculty of Education should integrate Community of Inquiry (CoI) instructional approach as a purposeful and effective instructional technique and resource in teaching Computer in Education and other core courses so that students could produce better and dependable results.
The Impact of Parents’ Socioeconomic Status on Academic Performance of Grade Twelve Students: In Case of Dire Dawa City, Ethiopia (Published)
Education is essential for the development of society. The more educated the people of a society are, the more civilized and well-disciplined. Mainly, family has responsibility to socialize children for making them productive members of society. The main objective of this study was to analyze the impact of parents’ socioeconomic status on academic achievement in case of grade twelve students. From three governmental secondary schools, there were 482 total numbers of students in 2017/2018 academic year and included in the study. Both primary and secondary source of data were used. To examine the impact of parents’ socioeconomic status on academic achievement dummy variables multiple regressions was employed to analyze data. The results of final fitted model shows that family size, average monthly income, parents’ occupation and educational level have statistically significant contribution for students’ academic achievement at 5% level of significance. It can be concluded that family size has negative impact on the academic performance of students. Similarly, poor parents may have inadequate or limited resources that promote and support children’s development and school readiness. It can be recommended community and government should work together on family planning and effective contraceptive use. Additionally, unemployment rate should be minimized through creating job opportunities.
Influence of Street Hawking on Study Habit and Academic Performance of Secondary School Students in Ado-Ekiti, Nigeria (Published)
Unemployment and poor economic condition of many families in Nigeria has forced some parents to engage their children in street hawking to support family income. This can have hazardous effects on the children and put their future at risk. This paper examined the impact of street hawking on study habits and academic performance of secondary school students in Ado Ekiti. The population consisted of all students involved in hawking in secondary schools. The sample was 180 secondary school students selected through purposive sampling technique. One research question was raised and three research hypotheses were tested. Two instruments titled “Questionnaire on Street Hawking and Study Habit (QSHSH)” and “Social Studies Achievement Test (SSAT)” validated and tested for reliability were used for the study. The reliability test yielded 0.74 and 0.71 coefficients for QSHSH and SSAT respectively. Data collected were analysed using frequency count, percentages, mean and standard deviation. Hypotheses were tested using Pearson Product Moment Correlation at 0.05 level of significance. Finding of the study revealed that student hawkers exhibited poor study habits which led to their poor academic performance. It was recommended among others that student hawkers should learn to form good study habits of reading and preparing early for examination so as to improve their academic performance while government should improve the standard of living of the people in order to reduce poverty which is the main cause of street hawking.