Affective Variables as Predictors of Junior Secondary School Students’ Academic Achievement in Science and Mathematics in Ogoja Education Zone of Cross River State, Nigeria (Published)
This ex-post facto was conducted to investigate the extent to which affective variables predict academic achievement in Science and Mathematics among students in junior secondary three (JSS 3) in Ogoja Education Zone of Cross River State, Nigeria. One research question and hypothesis were formulated to guide the study. 490 participants were randomly drawn from a population of 3,464 within the research location. The Affective Variable Questionnaire (AVQ), Basic Science Achievement Test (BSAT) and Mathematics Achievement Test (MAT) served as data sources. Data were analyzed via the Multiple Regression analysis. Findings indicated that test anxiety, attitude, self-concept and social responsibility are significant predictors of achievement in Basic Science and Mathematics. However students’ attribution, interest and gender are not significant predictors of Basic Science and Mathematics achievements. It is recommended that science and mathematics educators should develop positive relationship with students and also stress classroom activities that would encourage active students’ participation.
The present study attempted to capture the possible effects of using videos in assessing listening skill of EFL learners in placement tests. To carry out the study, 100 elementary, intermediate and advanced language learners who had registered for fall English classes were singled out by an OPT and were randomly assigned into two groups: an experimental group received oxford placement test, and a control group received video placement test, each group containing 50 subjects. All the subjects were assessed by a multiple-choice test based on video activity books named ‘Four Corners and English Result’. Finally, after administering the test, the data were analyzed by several correlations and independent t-tests. The results of the data analysis revealed that there was a significant difference in the performance of experimental and control groups; the participants of the experimental group performed better than the participants in the control group at the elementary, intermediate, and advanced levels. The findings demonstrated that the use of videos in assessing listening skill in placement tests of language institutes allowed the raters to sort the participants with more accuracy into different levels of language. In analyzing the participants’ attitude towards using video as a tool of assessment in placement tests, the results showed that the use of videos helped the participants overcome their test anxiety.
Contributions of test anxiety, study habits and locus of control to academic performance (Published)
The intention of this study was to investigate how the joint interaction of test anxiety, study habits and locus of control determine the academic performance of college students. Five hundred and eight randomly drawn final year students of the Federal Polytechnic, Ilaro and Moshood Polytechnic, Abeokuta, Ogun state, Nigeria were engaged in the study. They were given three questionnaires that took approximately forty five minutes to complete. The study was conducted in a classroom environment during the schools’ continuous assessment (CA) week. After collecting information from the students through questionnaires, their tests results were obtained from their faculties. These test scores were compared to the scores obtained from the questionnaires. It was discovered that the three variables positively correlate with, and significantly predict academic performance. This implies that academic performance is associated with non-cognitive and socio-psychological variables. It was therefore recommended that early intervention and proactive prevention programs that would aid the reduction of anxiety and nervousness in students be developed and implemented. Also, good study strategies such as evaluating the comprehension level, understanding the information from the text, anticipating the next thing, and knowing the purpose of learning a particular thing should be developed.