Effect of Multi-Media Instructional Strategies on Academic Performance of Students in Radio and Television Electronic Work Trade in Technical Colleges in Kano State (Published)
This study investigated the Effect of Multi-Media Instructional Strategy on Academic Performance of Students in Radio, Television and Electronic Work Trade in Technical Colleges of Kano State. Quasi-experimental design was adopted. A sample size of 40 Technical College (NTC III) students participated in the study. Purposeful sampling technique was used to select two intact classes from two colleges. A validated 40 – items instrument from NABTEB standardized test was used to collect data on the students’ performance in the following topics; Radio Communication, Satellite Transmission / Reception and Television. To avoid bias, the researchers prepared lesson plans that were used for the teaching of the two groups. The teachers from the two technical colleges were trained on how to use the lesson plans and multi-media instructional strategy, so as to control variability in the instructional procedure in the study. Four research questions and one hypothesis were raised. The data was analyzed using SPSS, mean and standard deviation were used to answer the research questions while t-test was used to test the null hypothesis. Multi-Media instructional strategy improved the mean performance of the students in Radio, Television and Electronic Work Trade, as seen in the post-test mean performance of 46.75 as compared with pre-test mean performance of 25.75 respectively, for the experimental group. There is significant mean difference in the post-test academic performance of students taught Radio Communication, Satellite Transmission / Reception and Television using Multi-Media instructional strategy. Among the recommendations made was: Stakeholders in education should make available and encourage the use of multimedia instruction in technical colleges of Kano State by providing multimedia instructional tools.
Subjective Well-Being, Work and Academic Success: Evidence from Post-Graduate International Students in New Zealand (Published)
This study investigates relationship between academic performance, subjective well-being (happiness) and part-time work of 299 international students studying at postgraduate level in a tertiary institute in New Zealand. A quantitative approach is used and a robust set of demographic factors and explanatory variables is controlled for to identify the relationship between academic performance, happiness and part-time work of international students. The Oxford Happiness Questionnaire (OHQ) is used for measuring the happiness of the research participants. The findings of this study suggest that 91 percent of the students participated in the research are happy; however, happiness has no statistically significant effects on academic performance of the students. A significant relationship exists between happiness and academic performance if different cut-off levels of happiness are used to divide the full sample of observation. Happiness affects the academic performance negatively when the students’ happiness level is above the median level. A large number of international students are engaged in part-time work. This study also finds that engaging in part-time work of full-time students have adverse effects on the academic performance
Study Habits and Academic Performance of Secondary School Students in Rivers-West Senatorial District of Rivers State, Nigeria (Published)
The study investigated Study Habits and Academic Performance of Secondary School Students in Rivers-West Senatorial District of Rivers State, Nigeria. The population of the study is 2,650 Senior Secondary Two (S.S.2) students in selected public schools in the Rivers-West Senatorial District. The sample size is 437 which was chosen through Taro Yemeni’s sample size selection formula. The instrument for data collection was a questionnaire which dwelt on the extent of relationship between aspects of study habit such as regular reading, students-teacher consultation, regular involvement in doing class assignments, regular library patronage and regular engagement in doing take-home assignments and academic performance. Five research questions guided the study and were analysed using mean statistical tool. The findings revealed that there is high extent of relationship between study habit and academic performance. Consequently, recommendations were made which include: parents should provide books and encourage their wards to study hard; counselors should be employed to counsel students on how to develop study habit; students should be encouraged to do their class and take-home assignments.
Effects of Perceived Lecturers’ Competence and Classroom Environment on Students’ Academic Performance (Published)
The intention of this study was to investigate how perceived teachers’ competence and perceived classroom environment affect academic performance. Two hundred and sixty randomly selected final year National Diploma (ND II) students of the Federal Polytechnic, Ilaro, Ogun State, Nigeria were involved in this study. They were given two questionnaires that took approximately, fifty minutes to complete. The study was conducted in a classroom environment during regular school hours. After collecting information from the students through questionnaires, their comprehensive Grade Point Average (GPA) in previous year were also collected. This GPA data were then compared to the scores obtained from the questionnaires. This study concludes that there was a statistically significant relationship between teachers’ competence and GPA, and that there is a statistically significant interaction between classroom environment and students’ academic achievement. Consequently, it was recommended that governments and school authorities must embark on regular training programmes and encourage teachers advance their academic and professional qualifications so that they would be more competent. Also, stakeholders in education should formulate policies that will ensure the appointment of qualified and competent teachers as well as the adequate provision of academic facilities in all schools as such would result in higher academic achievement.
Managing Study Habits and its Impact on Secondary School Students Academic Performance in Nigeria (Published)
How a student takes his or her studies, greatly determines his/her level of academic achievements. The level of preparation and learning strategies developed and employed consciously by students, go a long way to influence their level of academic performance
Correlation between Instructional Leadership and Students’ Academic Achievement in Public Secondary Schools in Baringo County, Kenya (Published)
The significance of instructional leadership as it relates to students academic performance has assumed greater importance in education today as stakeholders demand for greater accountability. The purpose of this study was to examine the relationship between instructional leadership and student achievement, considering the dismal academic performances of students in public secondary schools in Baringo County. The study adopted the cross sectional survey research design. The target population of the study was 1070 secondary school teachers from 122 public secondary schools. A sample size of 291 teachers was selected using stratified and simple random sampling techniques. Data was collected by use of questionnaire and Document analysis. Frequencies and percentages were used to summarize and describe data whereas the Spearman correlation analysis was used to establish relationship of the variables in the study.
Influence of Emotional Awareness and Accurate Self-Assessment on Students’ Academic Performance in State Colleges of Education in South-South, Nigeria (Published)
This study investigated the influence of Emotional Awareness and Accurate Self Assessment on Students’ Academic Performance in State Colleges of Education in South-South, Nigeria. Two specific objectives, two research questions and two null hypotheses guided the study. The ex-post facto research design was used for the study. The population of the study consisted of all the 674 students who were in their second and third year in two of the state owned Colleges of Education in South-South, Nigeria. A sample of 398 students (313 female and 85 male) from two intact years was selected for the study using stratified sampling technique. This sample size was statistically determined using Yaro Yamane formula. The validated instrument, Emotional Competency Inventory was used for data collection; an internal consistency reliability coefficient of 0.76 was obtained using Cronbach Alpha reliability technique. Mean and standard deviation were used to answer the research questions, while multiple regression analysis was used to test the null hypotheses at .05 level of significance. The result revealed that there was a significant influence of Emotional Awareness and Accurate Self Assessment on Students’ Academic Performance in State Colleges of Education in South-South, Nigeria. It is recommended, among others, that curriculum experts should develop an affective instructional curriculum that incorporates emotional intelligence skills with the objective of enhancing the academic performance of students.
The Influence of Communication Proficiency to Student’s Academic Performance in Financial Management Course (Published)
English language has been the primary language of communication in financial services such as banking, stock trading, insurance, investment banking, asset and company valuations, among others. It has also become a basic skill needed for a workforce. The ability to communicate using this language is very essential for a business leader to succeed internationally. As future financial managers, students who are taking Bachelor of Science in Business Administration Major in Financial Management is expected to possess a strong foundation on theory, principles and concepts, as well as analytical skills, perception, and competencies necessary for successful financial decision-making in the business world. Based on observations, majority of students are performing below average on the said course because they find it difficult to understand the exercises, case studies, and financial scenarios. These issues spurred the researcher to examine whether their proficiency in English course significantly influences their academic performance in Financial Management course. The study used descriptive correlational research method in order to test the relationship between the academic performance in two English courses and Financial Management Course of 4th year BSBA Financial Management students Batch 2015-2016. A total of 75 BSBA Financial Management students was used in the study. The research instrument of the study was their final grades in three courses involved. Based on the results, there was a weak positive relationship between the students’ academic performance in both Communication Courses and Financial Management course. However, Communication Skills Courses does not significantly influences the academic performance of the students in Financial Management Course. It also showed that there were no significant differences in the academic performance of the students in Communication Skills Courses and Financial Management Course when they are grouped according to gender. Since the result shows that Communication Skills Courses has a relationship with the academic performance of students in Financial Management, it is recommended that Communication Skills Courses should be aligned more on communication activities applicable to business environment rather than using elementary English. College students should be exposed more on business terminologies for them to have a better capability of grasping the knowledge in other business subjects. It is also recommended that the College of Business Administration of Bulacan State University should also establish course objectives to Communication Skills Courses that is more relative to business setting rather than adapting the generic course objectives of English courses. Teachers are also influencing academic performance of students. Lastly, it is recommended that English Teachers should attend courses, workshops, or seminars on communication skills that is applicable on business setting in order to channel this knowledge to their students.
Dating and Academic Performance: An Empirical Analysis among Babcock University’s Undergraduate Students in Ogun State (Published)
This study examined the predictive power of dating on undergraduates’ academic performance at Babcock University, Ilishan-remo, Ogun State, Nigeria. A descriptive survey research design was employed while two hundred and eighty-nine participants were selected through the multi-stage stratified random sampling technique. A self-developed questionnaire tagged Undergraduates’ Dating Scale (UDS) was used for data collection, while Students’ academic performance was measured the Students’ CGPA. The data collected was analyzed using statistical analysis of simple percentage, correlation coefficient, Z-test, t-test, and multiple regression analysis. The results revealed a significant difference do exist between male and female undergraduates’ dating behaviour (t-cal = 11.309 > t-crit. = 1.96, < 0.05); and a statistical difference do exist between the academic performance of those involved in dating and those who do not (z-cal = 3.543 > z-crit. = 1.96, < 0.05). The study further revealed a positive significant relationship between undergraduates’ dating behaviour and academic performance (r = .671; p>.05); while dating behaviour accounted for 27.1% of the variability in the undergraduates’ academic achievement (R = .538; R2 = .289; Adj. R2 = .271; F(1,287) = 21.501; p <.05). Based on the findings, it was therefore recommended that among other things, sexual and reproductive health education is necessary, which should be channeled from different angles of human interactional opportunities: home, school, play grounds, churches, etc.
A Comparison of Academic Performance between Public and Private Secondary Schools in Wareng District, Kenya (Published)
Good performances in private schools have not only attracted many parents but also left the public wondering what secret could be behind their success. Despite government investing heavily in public schools, not much in terms of performance is yet realized. Most public schools, especially in urban areas, are well staffed. Teachers in public schools are better paid compared to those in private. This paper undertakes a comparison between Public and Private secondary schools in terms of academic performance. The paper is based on a study carried out to determine the level of variation in academic performance between public and private primary schools in Wareng District and the major possible causes of such variations. The study covered a total of 55 public and 17 private schools distributed evenly among the five educations Zones in the district. The figures translate to 52% and 68% of public and private schools respectively. Data collection was by means of questionnaire administered to teachers and head teachers. Results on performance were collected from District Education Office. Performance in the Kenya Certificate of Primary Education (KCPE) was used because it is a national examination that is not biased. The duration covered three years, 2007-2009 inclusive. The findings of the study revealed that despite government investing generously in public schools private schools still outshine them. It is clear that private schools perform much better in academics than public schools. KCPE results for the three years (2007-2009) where private schools were ahead of public ones consecutively – in all the zones. Moreover, public schools in the District are relatively well staffed with pupil-teacher ratio in urban areas at 21:1 in rural areas in average pupil-teacher ratio in the District was 31:1. The research findings are of significance to Ministry of Education policy makers and public schools.
Gender and Academic Performances (Published)
Academic performances of male and female students were compared using grades obtained the various levels. The student t-test and Regression analysis were used. The result shows that: The female students score high in the upper grades A’s, B’s and C’s while the Male student have more of D’s, E’s and F’s. Both Male and Female students are putting in more efforts over the years in increasing the number of A’s and B’s they obtain. There is a reduction the number of C’s, D’s and F’s. On the number of E’s, the female students are decreasing the number they get so as to bring up their FCGPA, whereas the male students are increasing theirs thereby decreasing their FCGPA. The rate of improvement over the years is faster for the female students than the male students. The female students have a higher FCGPA than the male students. Female students perform better than their male counterparts
Perception of the Use of Webquest for Academic Purposes among Undergraduate Students in Rivers State, Nigeria (Published)
This study was carried out to ascertain the undergraduate students’ perception on the use of WebQuest for academic purposes. It was conducted in three tertiary institutions in Rivers State. The sample comprised 300 respondents randomly selected from three tertiary institutions in Rivers State. Two research questions and two null hypotheses were used for the study. Mean scores, Standard deviation, ANOVA, and Regression Analysis were the statistical tools used in the study. It was found that WebQuest is used in fostering discussion outside classroom; bringing about collaborative research in the classroom, and facilitating social interactions among learners. In terms of attitude, respondents generally have favourable attitude towards use of WebQuest. The study revealed that significant differences exist in WebQuest usage across the three universities involved in the study and significant differences exist in the use of WebQuest between male and female respondents; and in attitude of students towards WebQuest. Based on these findings, the study recommend that the use of WebQuest should be incorporated into the university curriculum for enhanced university education system.
Effect of Test Item Arrangement on Performance in Mathematics among Junior Secondary School Students in Obio/Akpor Local Government Area of Rivers State Nigeria. (Published)
The study investigated the effect of test item arrangement on performance in Mathematics among Junior Secondary School Students in Obio-Akpor L.G.A of Rivers State. The study adopted the quasi-experimental research design. A sample of one hundred (100) Junior Secondary School Students drawn from the population using the simple random and non-proportionate sampling techniques was used for data collection. The sample included three experimental group labelled ‘A-C” and the control group labelled “D” This was selected from a population of 6,777 JS II students from four public schools in the area. A test instrument tagged the “Mathematics Performance Test” which had four types A-D was used. Type A was arranged in ascending order of difficulty. Type B was arranged in descending order of difficulty while type C was arranged based on order of topic presentation in the class. On the other hand, type D was arranged in no particular order. Validity of the instruments was determined using table of specification (TOS) while a general reliability index of 0.96 was determined using Kuder Richardson formular 20 (KR20). Mean, standard deviation as well as t-test analysis were used to compare the mean of each of the group against the control group and test. The findings of the study were that item arrangement based on ascending order of difficulty has a positive and significant effect on students’ performance in mathematics at 0.05 alpha level respectively while item arrangement based on descending order has a positive but insignificant effect on student’ performance in mathematics. Finally, item arrangement based on no particular order of difficulty has a positive and significant effect on students’ performance. It was recommended among others that classroom teachers, test constructors and professional examination bodies should endeavour to arrange items from simple to complex in order to boost students’ morale.
Biology Teachers’ Workload and Academic Performance of Secondary School Students in Abia State (Published)
This study was carried out to determine Teachers’ workload and academic performance of secondary school students in Biology. It was conducted in University of Port Harcourt Rivers State, Nigeria. The sample comprised of 220 Biology teachers which was purposively selected randomly from three educational zones (rural and urban locations) in Abia State. Two research objectives and two hypotheses were used in the study. The data was analyzed using mean and rank order statistics to answer the research questions while z-test statistics was used to test the hypotheses at 0.05 level of significance. The reliability co-efficient obtained using Pearsons product moment co-relation coefficient was 0.70. The study found that teachers’ workload has effects on students’ performance in Biology. In addition, it was found that teachers’ supply have great influence on students’ academic performance. It was recommended amongst others that in order to reduce teachers’ workload, Biology teachers should only teach a particular arm of class as this will enable the teachers’ cope with the stress of the workload.
Influence of Self and Social Awareness on Business Education Students’ Academic Performance in Federal Universities in South-South, Nigeria (Published)
This study investigated the influence of self and social awareness on Business Education students’ academic performance in Federal Universities in South-South, Nigeria. Two specific objectives, two research questions and two null hypotheses guided the study. The ex-post facto research design was used for the study. The population of the study consisted of all the 513 students who were at their second and third year of studies, in Business Education programme in the three Federal Universities in South-South, Nigeria that offer Business Education programme. A sample of 356 Business Education students from two intact years was selected for the study using stratified sampling technique. The validated instrument, Emotional Competency Inventory was used for data collection; an internal consistency reliability coefficient of 0.76 was obtained using Cronbach Alpha reliability technique. Mean and standard deviation were used to answer the research questions, while multiple regression analysis was used to test the null hypotheses at .05 level of significance. The result revealed that there was a significant influence of self awareness and social awareness on Business Education students’ academic performance in Federal Universities in South-South, Nigeria. It is recommended, among others, that a balanced combination of emotional and cognitive strategies should be employed in training students. This will facilitate the identification, recognition and development of their emotional skills which will in turn contribute to their personal, academic and career success.
This work used the causal-comparative research design to explore the relationship between peer group influence and students’ academic achievements in Social Studies. The sample comprised 160 Junior Secondary School (JSS) IIIA students randomly selected from ten out of nineteen secondary schools in Calabar South Local Government Area of Cross River State, Nigeria. Two instruments were used: The Peer Group Influence Assessment Questionnaire (PGIAQ) on a 4-point Likert and a 50-item multiple choice questions in Social Studies. The instruments were trial-tested and a reliability coefficient of 0.87 obtained. Data generated were analysed using Pearson Product Moment Correlation analysis (r) at 0.05 level of significance. The result permitted the conclusion that there was a significant positive relationship between peer group influence and students’ academic achievements in Social Studies. This underscores the need to study group dynamics from the point of view of the development of students whose needs are, in the main, related to group living. This finding instructs parents, guardians and caregivers to keep a close watch on the companies their children and wards keep as such surely impact significantly on the academic performances of the affected children.
Superstitious Beliefs and Academic Performance of Pupils in Early Childhood Science in Ogoja Educational Zone, South Eastern Nigeria. (Published)
This study was designed to investigate the influence of superstitious beliefs on academic performance of pupils in early childhood science. The research design was ex-post factor. A random sample of four hundred (400) pupils was used. Data for the study were collected through a forty item three-point Likert-scale type questionnaire on Superstitious Beliefs and Science Achievement Test. The data were analyzed using Analysis Of Variance (ANOVA) and tested at P < 0.05 level of significance. A post hoc pair-wise comparison was made using LSD to compare main and interaction effects. Results showed that academic performance of early childhood pupils was significantly decreased by superstitious beliefs in the four basic categories of “Good luck”, “Bad luck”, “Impending danger” and “Perceived effect”. Social study curriculum in early childhood schools was recommended to be broadened to teach concepts in superstitions which may reduce pupils beliefs and enhance the teaching of science.
Education is one of the most important factors in producing human resource that is necessary for economic development of a country. The quality of educational system of any country may reflect the development attempts to be made in social, economic and political aspects. Furthermore, in this era of globalization and technological revolution, education is considered as a first step for every human activity. Indeed, education in higher institution can be influenced by some many factors these variables are inside and outside school that affect students’ quality of academic achievement or academic performance. These factors may be termed as student factors, family factors, school factors and peer factors. The main objective of this study is to identify the major determinants or factors which influence the academic performance of students at Wolaita Sodo University (WSU). Out of 6,553 students a sample of 367 students was taken from 38 departments of Wolaita Sodo University using stratified random sampling with proportional allocation to size. Both secondary a well as primary sources of data were used through student filled questionnaire. To estimate the effect of the socio-economic, demographic variables, academic motivation, academic self-concept, environmental factors and psychological factors on academic performance (achievement) were considered. The cross tabulation with Chi-square test and binary logistic regression were employed to analyze the data. The result of cross tabulation with Chi-square test show that age, study outside class, amount of money received from family and first choice of department have significant association with academic performance at 5% level of significance. Also the result of the logistic regression analysis revealed that preparing time table, father’s education level, peer influence; combining ideas and good life later on (motivation) have a significant relation with academic performance at 5% level of significance. It can be concluded that to increase and improve students’ academic performance some crucial steps regarding securing first choice of department and advising about peer influence should be taken into consideration. It can be recommended that the university should set programs to strength self-concept to make them confident on their potential
Implication of Academic Staff Union Strike Action on Students’ Academic Performance: Ex-Post-Facto Evidence from University Of Lagos, Akoka, Nigeria. (Published)
The study explored the implication of the incessant industrial action by academic staff unions on the students’ academic performance: ex-post-facto evidence from University of Lagos, Nigeria. With the objective of carrying out relative analysis of the students’ academic performances in the pre-strike semester to post strike semester capturing the academic performance by GPA. The study developed a theoretical framework and employed ex-post-facto research design. The research revealed that strike action disrupts academic calendar which bestowed on students psyche cost, disheartenment and unable to speedily regenerate themselves towards academic exercises at the resumption. Consequently, poor academic performance in the post-strike semester. The Study recommends amongst others that whatever the grievances, academic union and other bodies that operate in education sector should not resort to the strike as weapon of bargaining. Joint Consultation Committee should be set up and meet on periodic intervals to discuss impending matters that could generate dispute.
COMPARISON OF STANDARD FOUR PUPILS’ ACADEMIC PERFORMANCE IN PUBLIC AND PRIVATE PRIMARY SCHOOLS AFTER THREE YEARS OF FREE PRIMARY EDUCATION (F.P.E.) IMPLEMENTATION (Published)
In Kenya, basic education is provided through public and private institutions. . This paper focused on class 4 pupils admitted in class 1 the year 2003 when Free Primary Education (F.P.E.) programme was implemented. The purpose of this study was to compare the academic performance of these pupils in Private and Public Primary Schools. The research made use of ex post facto research design. Simple random sampling was used to select eight public and eight private primary schools in Kitale Municipality. A test was given to class four pupils of the year 2006 in both private and public primary schools and used to assess academic performance. The study used descriptive statistics to compute data for academic performance. The tests of significance showed disparity in academic performance of both boys and girls in private school from those of the public. There is need for education and policy assurance officers to step up inspection to enhance effectiveness among public primary school teachers.