Influence of Socio-Economic Status on Academic Achievement of Gifted Girls in Government Girls’ Special School Kafin Madaki, Bauchi State (Published)
Socio-economic status is a measure of the social status of individual or group of individual based on education, income, occupations and other relevant indicators. Thus, this study examine the influence of socio-economic status on academic achievement of gifted girls in government girl’s secondary school Kafin Madaki, Bauchi state. An Ex-Post facto research design was adopted in the study and the population was 850 students. Purpose sampling technique was used to select 36 students as the sample for the study. Data collected using data collection instrument of teacher nomination scale and students end of the year result. Frequency counts and percentage, mean score were used to analyze the data collected. The score and means scores between first and third term is significant, the difference was much enough, therefore the null was rejected. It was also concluded that gifted students were distracted by socio- economic needs and behaviour problems would affect their mean score though it will not change the grade. Thus, socio-economic background have a significant influence on academic achievement of gifted girls. It was recommended among others that, parents should try to reexamine their social, educational and psychological support to their children since such support is viewed as the main contributor towards their academic achievement. Also, government should provide basic amenities to schools and to students in particular to ensure standard and quality maintained among students. This will enable children from every category of SES to looks themselves equal to every students in schools and retain their qualities and capacities of being gifted children.
Citation: Aliyu A, Ezeodili I. and Garba M. (2022) Influence of Socio-Economic Status on Academic Achievement of Gifted Girls in Government Girls’ Special School Kafin Madaki, Bauchi State, British Journal of Psychology Research, Vol.10, No. 2, pp.,47-53
The Impact of Shadow Education on Academic Performance of Secondary School Students In Nigeria (Published)
This paper examines the impact of shadow education on the academic performance of secondary school students in Nigeria. Indeed, thousands of the secondary school students in Nigeria attend shadow education , because they believed that shadow education is the only way to improve their academic performance and to support their mainstream education and similarly, their parents have optimistic on shadow education, because they always eager finding nearness centres or employ tutors for their children within their apartments. Therefore, we have two types of shadow education formal and informal. Informal which takes place at home, while formal takes place within the school premises. Thus, students are lured to attend shadow education upon the level of socio- economic background of their parents neither upper class, middle class or lower class even a situation hardship economy of the country is not really barriers for them to attend shadow education because they believed that there is more advantageous in which they can benefits from shadow education rather than mainstream education.Yet, shadow education creates room for proper interaction between the teachers and students and make it easily for the students to express their views freely without fear or panic. Similarly, it also allow the tutors to have additional incomes apart from main salary from the mainstream education, However, shadow education has different names in Nigeria such as prep, lesson, continuous education and coaching . Therefore, many parents like to send their children to standard formal education while informal education the tutors employ to teach their children at their apartments.
Citation: Adeniyi Adewale Ojo (2022) The Impact of Shadow Education on Academic Performance of Secondary School Students In Nigeria, International Journal of Education, Learning and Development, Vol. 10, No.8, pp.1-7
Senior High School Elective Mathematics Students’ Readiness to Pursue Advanced Mathematics at the University Level (Published)
This study primarily focused on senior high school students’ readiness to pursue advanced mathematics at the university level. Data for the study was obtained from 317 senior high school students from three public senior high schools in the Cape Coast Metropolis in the Central Region of Ghana. The 317 students were final year elective mathematics students made up of 196 females and 121 males. Data for the study was collected through the use of questionnaires. The study adopted the descriptive survey as the main design and data collected was analyzed using simple graphs, percentages, descriptive and inferential statistics. Analysis of data revealed that students were ready to pursue advanced mathematics at the university level. Findings also revealed that there was no statistically significant difference based on gender. Also, no statistically significant difference was observed between single-sex female school students and that of mixed school students as well as that of single-sex male school and co-educational school students. However, a statistically significant difference was realized between single-sex female and single-sex male school students. Findings indicated that majority of the students reported to have come from a very good socio-economic backgrounds, which seems to have influenced their readiness to pursue advanced mathematics. The findings affirmed students’ perceived positive readiness towards their interest in doing mathematics, competence in doing mathematics, school environment/culture, relevance of mathematics, and nature of mathematics. The implication of these findings is that senior high school students are well prepared and ever ready to pursue advanced mathematics. It also presupposes that much more students are willing to go into the sciences which would end up raising the productivity of the country.