FACULTY OF EDUCATION
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Browsing FACULTY OF EDUCATION by Subject "ACADEMIC ACHIEVEMENT"
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Item PEER PRESSURE, SELF-CONCEPT AND EMOTIONAL INTELLIGENCE AS PREDICTORS OF ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN NORTH- CENTRAL, NIGERIA(UNIVERSITY OF ILORIN, 2018-06) GBADURA, Adeniyi OtuozeIn spite of the efforts of stakeholders in the education sector to improve educational achievement, students’ achievement in the English Language has been consistently poor over the years. This has made researchers to shift attention to identifying factors that may be responsible for secondary school students’ poor achievement in the English Language. It is against this background that the researcher investigated peer pressure, self-concept and emotional intelligence as predictors of English Language achievements of secondary school students in North-central, Nigeria. The objectives of the study were to examine: (i) level of secondary school students’ peer pressure, self-concept, emotional intelligence and English Language achievement; (ii) the joint contribution of peer pressure, self-concept and emotional intelligence as predictors of English Language achievement; (iii) the contribution of each of peer pressure, self-concept and emotional intelligence as predictors of English Language achievement; and (iv) peer pressure, self-concept and emotional intelligence as predictors of English Language achievement based on gender and school type. The correlational research design was adopted for the study. A sample of 1,500 senior secondary school II students was drawn out of a population of 1,232,367 from both public and private schools in North-central, Nigeria. Multi-stage sampling procedure involving simple random, stratified and purposive sampling techniques were used to select the three states, three senatorial areas, and 50 secondary schools in North-central, Nigeria. Three adopted questionnaire and one researcher-designed achievement test were used to collect data. The four instruments were validated using test-re-test reliability procedure, which yielded reliability coefficients of 0.77, 0.87, 0.69 and 0.84, respectively. The research questions were answered using mean, while the hypotheses were tested using Multiple Regression at alpha level of 0.05 significance. The findings of the study were that: (i) peer pressure, self-concept, emotional intelligence and English Language achievement had a mean scores of 88.32, 91.02, 201.38 and 63.65, respectively which were above average; (ii) peer pressure, self–concept and emotional intelligence significantly predicted secondary school students’ English Language achievement at df = 3/1,496; r =0.7; F =2.89 sig at 0.03; (iii) peer pressure and emotional intelligence did not significantly predict achievement of secondary school students in English Language whereas self–concept significantly predict achievement of secondary school students in English (Beta=0.06; t=2.46; sig=0.01); and (iv) peer pressure, self–concept and emotional intelligence did not significantly predict English Language achievement of secondary school students on the basis of gender and school type. The study therefore concluded that the joint influence of peer pressure, self-concept, and emotional intelligence, if adequately enhanced in the teaching and learning of English Language, as well as positive encouragement of self-concept, could be a good factor in improving students’ academic achievement. The implication is that independent variables had a low significant predictive power on secondary school students’ achievement in English Language. It was recommended that teachers and educational psychologists should make desirable effort to maintain and sustain the influence of peer pressure, self-concept and emotional intelligence in the teaching and learning of English Language at Secondary School level in North-central, Nigeria.Item STUDENTS’ VARIABLES AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN BIOLOGY IN SENIOR SECONDARY SCHOOLS, IMO STATE, NIGERIA(UNIVERSITY OF ILORIN, 2019) OZIOKO, Sylvester UgwuThe importance of Biology is obvious in all realms of human endeavours. However, Senior School students’ academic achievement in Biology has been reported by Chief Examiners for Biology to be unsatisfactory. The unsatisfactory academic achievement has also been attributed to variables that include teachers, students and others. Hence, this study examined students’ variables as predictors of students’ academic achievement in Biology. The objectives of this study were to determine whether students’ (i) motivation, study habits, attitude, interest and absenteeism are predictors of academic achievement in Biology; (ii) motivation is a predictor of academic achievement in Biology; (iii) study habits is a predictor of academic achievement in Biology; (iv) attitude towards Biology is a predictor of academic achievement in Biology; (v) interest is a predictor of academic achievement in Biology; and (vi) absenteeism is a predictor of students’ academic achievement in Biology. The study was a descriptive research of the correlation survey type. The population of the study consisted 386,760 Senior School students in all 296 senior secondary schools, Imo State, Nigeria. A sample size of 900 Biology students drawn from 100 senior secondary schools was selected through simple random sampling techniques. Four adapted research instruments were used to collect data and were tagged; Students’ Motivation in Biology Scale (SMBS), Students’ Study Habits in Biology Scale (SSHBS), Students’ Attitude toward Biology Scale (SATBS) and Students’ Interest in Biology Scale (SIBS). They were validated by experts in science education, measurement and evaluation and Biology giving reliability coefficients 0.89, 0.76, 0.74 and 0.83 respectively. Simple and multiple regressions were the statistical tools used for data analysis. The hypotheses were tested 0.05 levels of significant. The findings of the study were: i. motivation, study habits, attitude, interest and absenteeism significantly predicted academic achievement in Biology in senior secondary school (R2 =.68, F(1, 898)=317.77, p<0.05); ii. motivation significantly predicted academic achievement of senior secondary school Biology students (B=.30, t(898) =9.12, p<0.05); (R2 =.10, F(1, 898)=94.47, p<0.05); iii. study habits significantly predicted academic achievement of senior secondary school Biology students (B=.56, t(898)=14.90, p<0.05); (R2 =.20, F(1, 898)=222.02, p<0.05); iv. attitude toward Biology significantly predicted academic achievement of senior school Biology students (B=.50, t(898)=13.74, p<0.05); (R2 =.17, F(1, 898)=188.68, p<0.05); v. interest significantly predicted academic achievement in senior secondary school Biology students (B=.66, t(898) =16.62, p<0.05); (R2 =.24, F(1, 898)=276.16, p<0.05); and vi. absenteeism significantly predicted academic achievement in senior secondary school Biology students (B=-.77, t(898) =-39.39, p<0.05); (R2 =.63, F(1, 898)=1551.2, p<0.05). The study concluded that motivation, study habit, attitude toward Biology, interest, and absenteeism enhanced the achievement of Biology students. This implies that if properly implemented, these variables would enable students to improve their academic achievement. The study recommended that intrinsic motivation, good study habits, positive attitude toward Biology, high interest and high rate of class attendance should be enforced on students.