Effects of attitudes of female students on the performance in mathematics in ...Alexander Decker
This document summarizes a study that examines the influence of attitudes of female students on mathematics performance in secondary schools in Teso District, Kenya. It provides background on the importance of education in Kenya and defines key concepts of academic performance and attitude. The literature review discusses research that found females generally have more negative attitudes towards mathematics internationally and in Kenya, where females are underrepresented in STEM fields. The study aims to explore the psychological factors of attitude and ability that influence secondary school female students' mathematics performance in Teso District.
1) The document discusses self-directed learning (SDL) in the context of higher education. It explores the relationship between SDL, student performance, engagement, and preferences for instructional techniques.
2) The results of a study of 188 college students suggest that SDL is not directly related to academic performance or preferences for instructional techniques. However, increasing levels of SDL may be associated with disengagement from formal higher education structures.
3) The document also discusses theories of SDL and the interaction between student characteristics, instructional methods, and academic motivation. It suggests academic motivation may mediate the relationship between SDL and academic performance.
ESERA Paper Exploring teacher's belief Sally HowardSally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
This study assessed differences in academic performance and perceptions of contributing factors between school and university levels among 261 engineering students in Lahore, Pakistan.
The results found that students had lower average grades at the university level compared to school. Students also perceived teachers, family, and their own efforts had less impact on their performance at university versus school. Specifically, students saw family as contributing less and their own efforts as contributing more at university level.
The study concluded there were significant differences in both academic performance and perceptions of contributing factors between the school and university levels among these engineering students.
This document summarizes a study that aims to identify factors influencing academic performance in higher education. The study assessed students' motivational levels using attribution theory and examined factors like attribution style, satisfaction, and student-teacher interactions. A literature review found that motivation, effort, psychological well-being, relationships, and studying habits can impact academic success. The study used questionnaires to measure these factors and identify areas for universities to improve the academic environment.
The correlation among teachers’ expectations and students’ motivation, academ...Alexander Decker
The document discusses a study that investigated the relationships between teachers' expectations and students' motivation, academic self-concept, and academic achievement. It also examined differences between male and female students in their perceptions of teachers' expectations and in their motivation, academic self-concept, and achievement. The study found significant positive relationships between academic self-concept, motivation, and perceptions of teachers' expectations. It also found that female students perceived higher teacher expectations than males, while males had higher academic achievement than females. However, no significant gender differences were found in motivation or academic self-concept.
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
Effects of attitudes of female students on the performance in mathematics in ...Alexander Decker
This document summarizes a study that examines the influence of attitudes of female students on mathematics performance in secondary schools in Teso District, Kenya. It provides background on the importance of education in Kenya and defines key concepts of academic performance and attitude. The literature review discusses research that found females generally have more negative attitudes towards mathematics internationally and in Kenya, where females are underrepresented in STEM fields. The study aims to explore the psychological factors of attitude and ability that influence secondary school female students' mathematics performance in Teso District.
1) The document discusses self-directed learning (SDL) in the context of higher education. It explores the relationship between SDL, student performance, engagement, and preferences for instructional techniques.
2) The results of a study of 188 college students suggest that SDL is not directly related to academic performance or preferences for instructional techniques. However, increasing levels of SDL may be associated with disengagement from formal higher education structures.
3) The document also discusses theories of SDL and the interaction between student characteristics, instructional methods, and academic motivation. It suggests academic motivation may mediate the relationship between SDL and academic performance.
ESERA Paper Exploring teacher's belief Sally HowardSally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
This study assessed differences in academic performance and perceptions of contributing factors between school and university levels among 261 engineering students in Lahore, Pakistan.
The results found that students had lower average grades at the university level compared to school. Students also perceived teachers, family, and their own efforts had less impact on their performance at university versus school. Specifically, students saw family as contributing less and their own efforts as contributing more at university level.
The study concluded there were significant differences in both academic performance and perceptions of contributing factors between the school and university levels among these engineering students.
This document summarizes a study that aims to identify factors influencing academic performance in higher education. The study assessed students' motivational levels using attribution theory and examined factors like attribution style, satisfaction, and student-teacher interactions. A literature review found that motivation, effort, psychological well-being, relationships, and studying habits can impact academic success. The study used questionnaires to measure these factors and identify areas for universities to improve the academic environment.
The correlation among teachers’ expectations and students’ motivation, academ...Alexander Decker
The document discusses a study that investigated the relationships between teachers' expectations and students' motivation, academic self-concept, and academic achievement. It also examined differences between male and female students in their perceptions of teachers' expectations and in their motivation, academic self-concept, and achievement. The study found significant positive relationships between academic self-concept, motivation, and perceptions of teachers' expectations. It also found that female students perceived higher teacher expectations than males, while males had higher academic achievement than females. However, no significant gender differences were found in motivation or academic self-concept.
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
National Implications: The Impact of Teacher Graduate Degrees on Student Math...William Kritsonis
National Implications: The Impact of Teacher Graduate Degrees on Student Math Assessments by Dr. Kevin Badgett, Dr. John Decman, Dr. Carol Carman - National FORUM of Teacher Education Journal, 23(3) 2013 - Online - www.nationalforum.com - a national refereed journal - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
An Augmentation in the Availability of Resources to Aid in the Acquisition of...Jordyn Williams
This document describes a project that provided teachers of students with emotional disturbances with resource binders and training on empirically supported classroom strategies and interventions. The project aimed to increase teacher access to resources and reduce stress. A needs assessment survey found that teachers most commonly dealt with non-compliance, off-task behavior, and disruptiveness. The resource binders contained 45 resources on topics like instructional strategies, behavioral interventions, and self-care. An evaluation found that teachers rated the resources as useful and likely to use in the future, and that instructional strategies and behavioral interventions were the most useful sections. The project aimed to better equip teachers to help students with emotional disturbances.
The document analyzes trends in standardized testing in U.S. education policy over the past few decades. It discusses how the No Child Left Behind Act of 2001 increased emphasis on standardized testing in schools but failed to close achievement gaps as intended. This led teachers to focus more on teaching to tests rather than taking a holistic approach to learning. The Every Student Succeeds Act of 2015 has reduced reliance on standardized testing as the sole measure of school performance. While testing still has a role, the document argues alternative metrics and individualized learning approaches should also be considered to better evaluate schools and student achievement.
The document discusses several perspectives on effective teaching and learning strategies:
- Humor can promote positive student-teacher relationships (Gorhan and Christophel)
- Teachers must understand students and equip themselves with effective skills and materials to motivate students and ensure academic success (Almario)
- Teaching is a responsibility that requires teachers to reflect on improving education quality (Gonzales)
- Effective teaching depends on a teacher's understanding of students and the learning process (Bustos and Espiritu)
- Identifying student weaknesses and achievement levels is key to teaching study skills effectively (Aquino)
- Providing adequate instructional resources and training teachers on their use is important for math teaching (A
Environmental influence on academic performance of secondary school students ...Alexander Decker
This document discusses how environmental factors influence the academic performance of secondary school students in Port Harcourt, Nigeria. It finds that performance is affected by factors like the school environment, home background, technology use, and the relationship between teachers and students. Specifically, it notes that improper maintenance of school facilities, noisy school locations, large family sizes, and overreliance on the internet for schoolwork can negatively impact student achievement. The document recommends improving school upkeep, fostering positive teacher-student interactions, and changing how technology is used in learning.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
1) The document discusses factors that influence student academic performance in KCSE examinations in Manga Sub County, Kenya. It examines the impact of pedagogy, teaching/learning resources, teacher motivation, and teacher experience.
2) The study found that pedagogy influences performance, with student-centered methods like discussions and projects leading to better outcomes than lecture-based teaching.
3) It also found that availability of teaching/learning materials like textbooks positively impacts performance, while inadequate or ineffective use of facilities hinders curriculum delivery and performance.
4) The document concludes that high teacher motivation, through better rewards and working conditions, increases teacher commitment and morale, leading to improved syllabus coverage and ultimately better student
The study assessed factors hindering academic performance of grade 9 students at Wenceslao Trinidad National High School. A questionnaire was administered to 50 students to determine if student-related factors (intelligence, study habits, motivation) or teacher-related factors (personality, teaching skills) had a greater effect. The results showed student-related factors had a greater impact, with averages of 68.4% for intelligence, 57.2% for study habits, and 72% for motivation. Teacher-related factors received higher averages, but student factors were determined to hinder academic performance more.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
This study examined how elementary school teachers' classroom management approaches may differ based on their years of teaching experience. Data was collected from 268 teachers in Turkey and they were grouped based on their experience levels from 0-5 years, 6-10 years, 11-15 years, and so on. The findings showed that more experienced teachers preferred being more in control of their classrooms compared to beginning teachers. Previous research also indicates that early career teachers prefer less direct control and more shared control with students, but tend to want more control as they gain experience. The study aimed to contribute to understanding how classroom management approaches may evolve over a teacher's career.
Influence of personality on academic achievement and performance of teaching ...Alexander Decker
This document summarizes a study that examined the influence of personality on academic achievement and performance of teaching practice students in technical and vocational education and training (TVET). The study used a personality inventory to assess 37 TVET graduate students on extroversion and neuroticism. Statistical analysis was conducted to determine relationships between personality type and academic achievement, and personality and teaching performance. The results aimed to identify student personality types and whether significant correlations exist between personality, academics, and teaching performance for TVET graduate students.
The document discusses the importance of positive teacher-student relationships and their effects on students, especially low-income students. Positive relationships can improve academic outcomes like GPA and motivation to learn. They also provide social benefits such as increased self-esteem and reduced dropout rates. While much research focuses on early education, studies also find relationships support students in middle and high school.
Factors Affecting Learning Islamic Science in Developing CountriesAI Publications
The main objective of Islamic religious education in Kurdistan schools is to inculcate Islamic teachings and values in Muslim students. However, recent studies indicate that students had interest to learn the subject. In response to this phenomenon, this study was carried out to identify the factors that affect students’ interest in learning Islamic education in schools in Kurdistan. The concern of this study is to identify the factors that influence students’ interest in learning Islamic education. Based on the findings, students’ interest in learning Islamic education was influenced by five major factors; i.e. age, gender, background education, previous experience and family role. All factors are interrelated whereby an initial interest in any individual can be developed or deepened by situational interest that provides meaningful learning experience for each student.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
The document discusses several studies on factors that influence student achievement and performance in mathematics. It describes research finding that teacher classroom management skills, teaching strategies, use of instructional materials, and student motivation and interest are important factors. Additionally, it discusses how teacher experience and competencies, as well as environmental school factors can impact student learning outcomes.
This document discusses several factors that affect students' academic performance, including family background, home environment, parental involvement, social media use, and teachers. It notes that education plays a vital role in human development by increasing productivity and quality of life. A variety of demographic factors from the 17th century onward are seen to influence students' academic achievement, both positively and negatively, including student attributes as well as family, school, social, and peer influences. Excessive social media use and addiction are identified as potentially distracting students from their studies and shifting attention from learning to online interactions. Teachers are also recognized as important role models who can help shape students' strengths, goals and knowledge.
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
Effect of teaching method, choice of discipline and student lecturer relation...Alexander Decker
This document summarizes a study that examined factors affecting student academic performance, including teaching method, choice of discipline, and student-lecturer relationship. The study analyzed data from 192 students in Nigeria on their course of study, effort level, and relationship with lecturers. The results showed that choice of discipline influenced by university authority rather than passion was negatively associated with student GPA. Additionally, student GPA increased as the rapport between students and lecturers improved. Some students who put in high effort performed worse than less studying students, possibly due to rushed lectures or lack of learning resources. The study concluded teaching methods should maintain good student-lecturer relationships while preventing moral hazard of passing without effort.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
National Implications: The Impact of Teacher Graduate Degrees on Student Math...William Kritsonis
National Implications: The Impact of Teacher Graduate Degrees on Student Math Assessments by Dr. Kevin Badgett, Dr. John Decman, Dr. Carol Carman - National FORUM of Teacher Education Journal, 23(3) 2013 - Online - www.nationalforum.com - a national refereed journal - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
An Augmentation in the Availability of Resources to Aid in the Acquisition of...Jordyn Williams
This document describes a project that provided teachers of students with emotional disturbances with resource binders and training on empirically supported classroom strategies and interventions. The project aimed to increase teacher access to resources and reduce stress. A needs assessment survey found that teachers most commonly dealt with non-compliance, off-task behavior, and disruptiveness. The resource binders contained 45 resources on topics like instructional strategies, behavioral interventions, and self-care. An evaluation found that teachers rated the resources as useful and likely to use in the future, and that instructional strategies and behavioral interventions were the most useful sections. The project aimed to better equip teachers to help students with emotional disturbances.
The document analyzes trends in standardized testing in U.S. education policy over the past few decades. It discusses how the No Child Left Behind Act of 2001 increased emphasis on standardized testing in schools but failed to close achievement gaps as intended. This led teachers to focus more on teaching to tests rather than taking a holistic approach to learning. The Every Student Succeeds Act of 2015 has reduced reliance on standardized testing as the sole measure of school performance. While testing still has a role, the document argues alternative metrics and individualized learning approaches should also be considered to better evaluate schools and student achievement.
The document discusses several perspectives on effective teaching and learning strategies:
- Humor can promote positive student-teacher relationships (Gorhan and Christophel)
- Teachers must understand students and equip themselves with effective skills and materials to motivate students and ensure academic success (Almario)
- Teaching is a responsibility that requires teachers to reflect on improving education quality (Gonzales)
- Effective teaching depends on a teacher's understanding of students and the learning process (Bustos and Espiritu)
- Identifying student weaknesses and achievement levels is key to teaching study skills effectively (Aquino)
- Providing adequate instructional resources and training teachers on their use is important for math teaching (A
Environmental influence on academic performance of secondary school students ...Alexander Decker
This document discusses how environmental factors influence the academic performance of secondary school students in Port Harcourt, Nigeria. It finds that performance is affected by factors like the school environment, home background, technology use, and the relationship between teachers and students. Specifically, it notes that improper maintenance of school facilities, noisy school locations, large family sizes, and overreliance on the internet for schoolwork can negatively impact student achievement. The document recommends improving school upkeep, fostering positive teacher-student interactions, and changing how technology is used in learning.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
1) The document discusses factors that influence student academic performance in KCSE examinations in Manga Sub County, Kenya. It examines the impact of pedagogy, teaching/learning resources, teacher motivation, and teacher experience.
2) The study found that pedagogy influences performance, with student-centered methods like discussions and projects leading to better outcomes than lecture-based teaching.
3) It also found that availability of teaching/learning materials like textbooks positively impacts performance, while inadequate or ineffective use of facilities hinders curriculum delivery and performance.
4) The document concludes that high teacher motivation, through better rewards and working conditions, increases teacher commitment and morale, leading to improved syllabus coverage and ultimately better student
The study assessed factors hindering academic performance of grade 9 students at Wenceslao Trinidad National High School. A questionnaire was administered to 50 students to determine if student-related factors (intelligence, study habits, motivation) or teacher-related factors (personality, teaching skills) had a greater effect. The results showed student-related factors had a greater impact, with averages of 68.4% for intelligence, 57.2% for study habits, and 72% for motivation. Teacher-related factors received higher averages, but student factors were determined to hinder academic performance more.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
This study examined how elementary school teachers' classroom management approaches may differ based on their years of teaching experience. Data was collected from 268 teachers in Turkey and they were grouped based on their experience levels from 0-5 years, 6-10 years, 11-15 years, and so on. The findings showed that more experienced teachers preferred being more in control of their classrooms compared to beginning teachers. Previous research also indicates that early career teachers prefer less direct control and more shared control with students, but tend to want more control as they gain experience. The study aimed to contribute to understanding how classroom management approaches may evolve over a teacher's career.
Influence of personality on academic achievement and performance of teaching ...Alexander Decker
This document summarizes a study that examined the influence of personality on academic achievement and performance of teaching practice students in technical and vocational education and training (TVET). The study used a personality inventory to assess 37 TVET graduate students on extroversion and neuroticism. Statistical analysis was conducted to determine relationships between personality type and academic achievement, and personality and teaching performance. The results aimed to identify student personality types and whether significant correlations exist between personality, academics, and teaching performance for TVET graduate students.
The document discusses the importance of positive teacher-student relationships and their effects on students, especially low-income students. Positive relationships can improve academic outcomes like GPA and motivation to learn. They also provide social benefits such as increased self-esteem and reduced dropout rates. While much research focuses on early education, studies also find relationships support students in middle and high school.
Factors Affecting Learning Islamic Science in Developing CountriesAI Publications
The main objective of Islamic religious education in Kurdistan schools is to inculcate Islamic teachings and values in Muslim students. However, recent studies indicate that students had interest to learn the subject. In response to this phenomenon, this study was carried out to identify the factors that affect students’ interest in learning Islamic education in schools in Kurdistan. The concern of this study is to identify the factors that influence students’ interest in learning Islamic education. Based on the findings, students’ interest in learning Islamic education was influenced by five major factors; i.e. age, gender, background education, previous experience and family role. All factors are interrelated whereby an initial interest in any individual can be developed or deepened by situational interest that provides meaningful learning experience for each student.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
The document discusses several studies on factors that influence student achievement and performance in mathematics. It describes research finding that teacher classroom management skills, teaching strategies, use of instructional materials, and student motivation and interest are important factors. Additionally, it discusses how teacher experience and competencies, as well as environmental school factors can impact student learning outcomes.
This document discusses several factors that affect students' academic performance, including family background, home environment, parental involvement, social media use, and teachers. It notes that education plays a vital role in human development by increasing productivity and quality of life. A variety of demographic factors from the 17th century onward are seen to influence students' academic achievement, both positively and negatively, including student attributes as well as family, school, social, and peer influences. Excessive social media use and addiction are identified as potentially distracting students from their studies and shifting attention from learning to online interactions. Teachers are also recognized as important role models who can help shape students' strengths, goals and knowledge.
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
Effect of teaching method, choice of discipline and student lecturer relation...Alexander Decker
This document summarizes a study that examined factors affecting student academic performance, including teaching method, choice of discipline, and student-lecturer relationship. The study analyzed data from 192 students in Nigeria on their course of study, effort level, and relationship with lecturers. The results showed that choice of discipline influenced by university authority rather than passion was negatively associated with student GPA. Additionally, student GPA increased as the rapport between students and lecturers improved. Some students who put in high effort performed worse than less studying students, possibly due to rushed lectures or lack of learning resources. The study concluded teaching methods should maintain good student-lecturer relationships while preventing moral hazard of passing without effort.
ERIC Descriptors: Academic Achievement, Emotional Intelligence, Student Experience, Undergraduate Students, Business School Although there is an emerging body of literature demonstrating a relationship between Emotional Intelligence and academic success (i.e., GPA) and much speculation as to how Emotional Intelligence impacts academic performance, there are no studies to date, which examine students’ experiences of this phenomenon in-depth. There is a need to understand the experience of students with regard to how Emotional Intelligence impacts academic achievement from the students’ perspective.
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Study habits of higher secondary school students of working and non working m...Alexander Decker
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This document discusses a study on the differences in self-efficacy levels between male and female students based on their science literacy skills and learning outcomes. The study found that male students had higher levels of self-efficacy than female students across three dimensions: magnitude, strength, and generality. Male students also had superior science learning outcome scores compared to female students. However, the differences in scores between genders were not large. The study suggests developing students' self-confidence to improve their self-efficacy levels and academic performance.
This research study examined the effect of individual counseling on the academic performance of underachieving pupils at Maimusari Public Primary School in Borno State, Nigeria. The study found that common causes of underachievement among pupils included arriving late to school, not having complete learning materials, depression, anxiety, and negative teacher attitudes. The study also revealed that individual counseling helped pupils overcome learning barriers and significantly improved their academic performance. It is recommended that teachers be trained to identify underachieving pupils and refer them for counseling support.
Comparing Internal and External Factors of Student Motivation in.docxdonnajames55
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as the act or process of giving someone a reason for doing something ( ). Psychologists define motivation as a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to “stimulate academic learners to behave in a desirable way that favors quality outcomes whether it be in academics, sports or other extracurricular activities” (Christiana, 2009, p. ). One researcher described the term motivation as, “What get people going, keeps them going, and helps them finish tasks” (Pinrich, 2003, p. ).
Of great importance when addressing motivating is identifying the distinction between intrinsic and extrinsic motivation. Extrinsic motivation comes from external factors that are not related to the task. An example is a learner striving to achieve good grades because they want to get a good job. Intrinsic motivation, on the other hand, comes from internal factors related to the task. Analysts sometimes refer to intrinsic motivation as self-or personal motivation, which propel one with the need to fulfill personal desires. A learner striving to achieve good grades because he/she wants to be a scholar exhibits intrinsic motivation (Christiana, 2009). These motivational factors are very important for the student to take ownership of his or her success; therefore, a teacher can stimulate motivation, but the student must want to be motivated in order to succeed.
From an intrinsic perspective, students need to be encouraged to consider how performing well in a particular discipline, such as mathematics, would make them feel (Delong & Winter, 2002). Teachers working with students need to rely on aspects such as personal fulfillment to help students appreciate a particular subject on a more personal level (Tiwari, Tiwari, & Sharma, 2014). Internal motivation is difficult to achieve yet the benefits are long lasting and very effective. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).
External motivation is highly dependent on the use of assorted rewards. Reward based approach is only effective for a short time and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. Extrinsic motivation is appropriate and useful, but psychologists recommend rewards for short-term goals and internal for longer term goals (Delong & Winter, 2002). Regardless of its effectiveness or the duration of the effectiveness, these variables can be used to motivate students towards a desired performance.
Motivation directs the behavior of an individual towards particular goals. Goals can either be short term or long term. In either case, it is the motiva.
AbstractStudent motivation holds a key in educational reforms in.docxransayo
Abstract
Student motivation holds a key in educational reforms in South Korea and Saudi Arabia. Motivating students to perform well in school requires knowledge of internal and external factors within the educational system. This research used a review of literature and explored both intrinsic and extrinsic factors in students, in teachers, and in the school systems, comparing student motivation in South Korea and Saudi Arabian schools. The analysis indicated that South Korean schools performed better than Saudi Arabian schools in academics. Both nations maintain advanced school facilities with similar systems, yet in the research one major discrepancy in academic performance emerged and showed differences in student motivation. For Saudi Arabian schools to improve student motivation, recommendations include observing motivating factors used in South Korea where emphasis is placed on the student’s learning and student involvement.
Keyword: student’s motivation, classrooms, schools, internal factors, external factors, teachers.
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as an influence that causes someone to do something. This definition does not deviate from how psychological scholars define motivation. In the wider field of psychology, studies indicate that there must be a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to stimulate young academic learners to behave in a desirable way that favors quality outcomes. Student motivation enhances the productivity of students in academics and also in sports among other extracurricular activities (Christiana, 2009).
Without motivational factors within a school environment or any other organizational environment in general, productivity goes down. There are two types of motivation; extrinsic (external) motivation and intrinsic (internal) motivation (Christiana, 2009). Analysts sometimes refer to intrinsic motivation as self-motivation, propelled by the need to fulfill personal desires. These aspects are relevant in promoting student motivation. Internal and external factors have to be put into perspective to achieve the full package of the intended results.
This study expounded on student motivation, an aspect that is not limited by geographical boundaries but rather it affects students worldwide. Regardless of racial, social,or economic reasons people are different; motivational force is what determines how students tend to perform in school (Tiwari, Tiwari,& Sharma, 2014). What stimulates students to perform in a particular way is a set of standards. The include simple aspects such as effectiveness of the classroom environment. Education requires enough resources for the students and teachers included.
The document discusses factors that contribute to students' academic performance at the university level. It analyzes data collected from 100 students at Islamia University of Bahawalpur Rahim Yar Khan Campus in Pakistan. The study finds that age, father/guardian socioeconomic status, and daily study hours significantly impact students' grades. Previous studies have found mixed results on the relationship between prior academic performance and future university achievement.
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Achievement Motivation Across Gender And Different Academic MajorsKelly Lipiec
This document summarizes a study that investigated differences in achievement motivation across gender and academic majors among college students. The study found that female students had significantly higher achievement motivation than male students. It also found that students majoring in science had significantly higher achievement motivation than students majoring in arts. These results indicate that gender and choice of major play a role in students' levels of achievement motivation.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
This research proposal aims to investigate the impact of outcome-based education on the academic performance of Bachelor of Secondary Education students majoring in Social Studies at City College of Tagaytay. The study will examine how outcome-based education affects students' understanding, learning, and skills. It will also compare academic performance and the effects of outcome-based education across different year levels. The researchers will administer surveys to collect data on students' perceptions. They will then analyze the data both qualitatively by interpreting responses and quantitatively by testing relationships between variables. The study seeks to provide benefits for students, teachers, the institution, and future researchers by exploring how outcome-based approaches influence academic achievement.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
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This document summarizes a study that examined how 627 parents of children with intellectual disabilities or autism rated the importance of self-determination skills, assessed their child's performance of those skills, and evaluated their child's overall self-determination. The study found that while parents highly valued self-determination skills, they reported their children performed those skills fairly low. Several factors predicted higher self-determination ratings, including educational setting, presence of challenging behaviors, and perceived disability severity. The researchers recommend equipping parents to better support their children's development of self-determination.
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Academic efficacy and self esteem as predictors of academic
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.22, 2014
169
Academic Efficacy and Self Esteem as Predictors of Academic
Achievement among School Going Adolescents in Itesiwaju Local
Government Area of Oyo State, Nigeria
MURAINA KAMILU OLANREWAJU
Department of Guidance and Counseling, University of Ibadan, Oyo State. Tel: 08034592046. E-mail:
muraina_kamilu@yahoo.com
OYADEYI BABAJIDE JOSEPH
National Open University, Akure Study Centre, Ondo State, Nigeria. Tel: 08060042920. E-
mail:oyadeyijoseph@gmail.com
ABSTRACT
The purpose of this study was to investigate academic efficacy and self esteem as predictors of
academic achievement among school going adolescents in Itesiwaju Local Government Area of Oyo State,
Nigeria.
Descriptive research design was used in the study. Three hundred (300) respondents were selected from
Itesiwaju Local Government Area of Oyo State, Nigeria. The respondents were measured with relevant
standardized scale (instruments) which include academic efficacy scale, self esteem scale and student
achievement scale with strong reliability coefficient of .89 and the data obtained was analyzed using the Pearson
Product Moment Correlation (PPMC) statistical analysis of the Statistical Package for the Social Science (SPSS).
Two research hypotheses were raised and answered in the study.
The result showed that there was significant relationship between academic efficacy and students’
academic Achievement (r= .781; P<0.05) and there was significant relationship between self esteem and
students’ academic Achievement (r= .781; P<0.05).
On the strength of these findings, it was stressed and advocated the need for the parents to teach, monitor
the students on to improve on their of self esteem and academic efficacy in the society and that the school going
Adolescents need to be trained on how to improve significantly their state of self esteem and academic efficacy
and to boost their academic achievement. This will help in reducing the level of poor academic performance of
students in the society.
Key words: Self Esteem, Academic Efficacy, School Going Adolescents and Student Achievement
INTRODUCTION
Academic achievement of students especially at the secondary school level is not only a pointer to the
effectiveness or otherwise of schools but a major determinant of the future of youths in particular and the nation
in general. The medium through which the attainment of individuals and the nation’s educational goals can be
achieved is learning. Learning outcomes have become a phenomenon of interest to all and this account for the
reason why scholars have been working hard to unravel factors that militate against good academic performance
(Aremu & Sokan, 2002). This phenomenon has been variedly referred to in literature as academic achievement,
or scholastic functioning. Academic achievement of learners has attracted attention of scholars, parents, policy -
makers and planners. Adeyemo (2001) opined that the major goal of the school is to work towards attainment of
academic excellence by students. According to him, the school may have other peripheral objectives; emphasis is
always placed on the achievement of sound scholarship.
Besides, virtually everybody concerned with education places premium on academic achievement;
excellent academic achievement of children is often the expectation of parents (Osiki, 2001). Over the years, the
investigations of the factors that influence academic performance of students have attracted the interest and
concern of teachers, counselors, psychologists, researchers and school administrators in Nigeria (Wiseman 1973;
Sogbetun 1981). This is because of the public outcries concerning the low standard of education in the country
(Imoge 2002).
The declining quality of education in the country and the breeding of graduates with little technical
know-how have resulted in serious setbacks to the industrial development of the nation. Different factors are
capable of influencing the academic performance of university students. Such factors may be the student’s
internal state (intelligence, state of health, self esteem, anxiety etc.) and their environment (availability of
suitable learning environment, adequacy of educational infrastructure like textbooks and well-equipped
laboratories). Investigation of these factors has produced several findings by researchers. For example, Clemens
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and Oelke (1967) and Emeke (1984) have attributed the cause of poor academic performance to a combination of
personal and institutional factors.
Students often develop goals for learning through the examination and their understanding about
themselves, the task, and their expectations of success. To extend goal orientation theory and examine the extent
to which goals are related to students’ beliefs and expectations about their capabilities to perform successfully in
school, academic efficacy was introduced in this study. Bandura (1997) defined academic efficacy as people’s
judgment of their capabilities to complete a designated task successfully. Students with high academic efficacy
often take on more challenging tasks, put in more effort, persist in the face of difficulty, and use strategies to
make learning meaningful. When students believe in themselves, they may also be more likely to develop
enabling goals that when executed will facilitate the accomplishing of the task, while students with sabotaging
beliefs about their capabilities may avoid the learning task and opportunities to seek help. Thus, understanding
students’ beliefs about their capabilities can help educators understand better how goals are adopted and
retained, where students’ motivation comes from, and how to help students sustain the motivation that they
gradually develop. Many researchers have suggested that students’ academic efficacy is a good predictor of
academic achievement and motivation (Graham & Weiner, 1996; Pajares, 2003; Pintrich & DeGroot, 1990;
academic efficacy, and Achievement Pintrich & Schunk, 1995).
As Bandura (1997) suggested, people’s subjective self-appraisals are related to a specific area and they
may view themselves as very competent in one area but not in another. Researchers have examined the interplay
between academic efficacy and performance goals in predicting learning and achievement, suggesting that
academic efficacy plays a moderating role between performance goals and patterns of learning (Butler, 1993;
Elliott & Dweck, 1988). They have found that students with performance goals are more vulnerable to
maladaptive patterns of learning when they also have low academic efficacy than students who have high
academic efficacy. They further suggested that students who adopt performance goals may have adaptive
patterns of learning when accompanied by a high sense of academic efficacy for learning (Dweck, 1986; Dweck
& Leggett, 1988). Therefore, Elliott and Dweck (1988) suggested that patterns of learning for students who
adopt performance goals were highly dependent on the level of academic efficacy. Although such a moderating
effect was suggested, several correlational studies have failed to find such a relationship (Harackiewicz et al.,
1997; Kaplan & Midgley, 1997; Miller, Behrens, Greene, & Newman, 1993). As studies examining the
interaction effect between performance goals and academic efficacy have focused primarily on performance-
approach goals, ignoring performance-avoidance goals. Elliot (1999) and Hidi and Harackiewicz (2000)
suggested that academic efficacy, and Achievement there is a need to test the interactions of self-efficacy with
performance-avoidance goal separately to detect the buffer-effect that either beliefs or goals have on
achievement.
Wiseman (1973), Sogbetan (1981) and Hassan (1983) among others have examined the causes of poor
academic performance among secondary school students. Some of the factors identified are intellectual ability,
poor study habit, achievement motivation, lack of vocational goals, low self esteem, low socio-economic status
of the family, poor family structure and anxiety. The consequences of these include indiscipline in schools and
low level of educational standard. A Daily Sketch Publication on “Causes and Cures of Poor Performance at
West African School Certificate Examination (WASCE)” in 2006 identified and categorized problems
responsible for students’ poor performance to problems of teachers, problems of inadequate facilities in the
schools, problem traceable to students, problems caused by parents and society at large and problems of
government policies and low funding of the education sector (Ajila and Olutola 2007).
Self-esteem has long been considered an essential component of good mental health. It is a widely used
concept both in popular language and in psychology. It refers to an individual’s sense of his or her value or
worth, or the extent to which a person values, approves of, appreciates, prizes, or likes him or herself
(Blascovich & Tomaka, 1991). Self-esteem is a set of attitudes and beliefs that a person brings with him or
herself when facing the world. It includes beliefs as to whether he or she can expect success or failure, how
much effort should be put forth, whether failure at a task will “hurt,” and whether he or she will become more
capable as a result of difficult experiences (Coopersmith, 1967, 1981). In basic terms, self-esteem is an internal
belief system that an individual possesses about one’s self. The concept of self-esteem has been researched by
several social scientists.
Several theorists have specifically identified academic performance as an important determinant of
global self-esteem. Harter (1985) identified self-perceived competence in scholastics as one of the five major
dimensions that individuals use to evaluate themselves. Erickson (1968) specifically identified academic
achievement as a vital component in forming a healthy self-image. Academic self-esteem is operationally
defined as the evaluative appraisal of the experience of being capable of meeting academic challenges and being
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worthy of happiness. Academic self-concept or academic self-esteem can be broadly considered to be how a
student views his or her academic ability when compared with other students (Cokley, 2000). However, other
evidence indicates that members of stigmatized or disadvantaged groups also protect their self-esteem by
selectively devaluing those domains in which the out-group is advantaged and selectively valuing those domains
in which their in-group has advantages (Major, Sciacchitano, & Crocker, 1993).
In order to fill the gaps in the literature presented above, the present study concentrates on academic efficacy and
self esteem as predictors of academic achievement among school going adolescents in Itesiwaju Local
Government Area of Oyo State, Nigeria.
Statement of the Problem
As noted by some researchers, academic achievement difficulties of students have been a recurring
concern for secondary school education worldwide for various reasons, including the assumption that an
improvement in achievement implies a higher graduation rate (Alexander, 2000; Tinto, 1993) and the financial
implications of students’ academic achievement, that is, the academic dismissal of students due to poor academic
achievement can have negative effect on the budget of education (Burke, Modarresi, & Serban, 1999; Nonis &
Wright, 2003).
In particular, poor academic outcomes can influence the reputation of a school because academic
success is associated with the quality of the school. The alarming rate of failure in our secondary schools is
highly embarrassing (Muraina, 2009).
In view of the points above, the study focuses on academic efficacy and self esteem as predictors of
academic achievement among school going adolescents in Itesiwaju Local Government Area of Oyo State,
Nigeria.
Purpose of the Study
The main purpose of this study is to investigate on academic efficacy and self esteem as predictors of
academic achievement among school going adolescents in Itesiwaju Local Government Area of Oyo State,
Nigeria. Specifically, other purposes of the study include to;
1. Examine the relationship between academic efficacy and students’ academic achievement.
2. Access the relationship between self esteem and students’ academic achievement.
Research Hypotheses
1. There will be no significant relationship between academic efficacy and students’ academic achievement.
2. There will be no significant relationship between self esteem and students’ academic achievement.
Significance of Study
This study will be highly important to the government at all level, the parents, educational planners,
decision and policy makers as well as other stakeholder in education. However, this study will help the public
and private schools to know and ascertain the influence of academic efficacy on the students’ academic
achievement, thereby making the stakeholders to develop appropriate strategies towards the students’
improvement.
The study will provide an insight understanding for the parents to know the effect of self esteem on the
students’ academic achievement. The academic efficacy and self esteem as predictors of academic achievement
among school going adolescents will enable the government and the general public to be aware of the effects of
these factors and work towards better improvement.
It is important to note that findings in this study will also serve as a source of reference for other
researchers who may want to conduct the same or similar study in other subjects or part of the country.
METHODOLOGY
Research Design
The research design used in this study was descriptive study. It is going to ascertain the effects of the
independent variables (academic efficacy and self esteem) on the dependent variable (students’ academic
achievement) without manipulations. However, it is carefully observed and recorded information as it naturally
occurred at the time the study was conducted.
Population
The population for the study comprises of all secondary school students in Itesiwaju Local Government
Area of Oyo State, Nigeria.
Sample and Sampling Techniques
The sample for this study comprises 300 participants which were randomly selected from secondary school
students in Itesiwaju Local Government Area of Oyo State, Nigeria. Thirty secondary school students were
selected from ten selected schools through stratified random techniques balloting. On the whole, three hundred
secondary school students were selected.
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Instrumentations
Academic Efficacy
The Academic efficacy scale developed by Chemers et al. (2001) was used as a measure of students’
Academic efficacy. It is a twenty one (21) item scale with responses anchored based on the four likert points.
According to Chemers et al. (2001), the scale has the Cronbach alpha coefficient ranged from 0.73 to 0.83 with
test-retest reliabilities of 0.60-0.882.
Students’ Self Esteem Scale
In the attempt to measure self esteem of the students, the Rosenberg’s Self-Esteem survey instrument (1993)
was used. This instrument consists of ten (10) short questions responses anchored base on the four likert points
and had an internal consistency between alpha .75 and .90.
Academic Achievement
The academic achievement of students was measured through self developed scale base on the present
scheme of secondary school students one (SSS 1). It is a twenty item Questions which consist of both English
language and Mathematics. The scale was validated and the Cronbach alpha coefficient yielded 0.73.
Procedure for Data Collection
The instruments were administered to the participants on the day approved by the school authorities for the
exercise. The researcher was assisted by some teachers in the administration and collection of the instruments. In
each of selected school, the administration and collection of instruments were done on the same day of
administration. The instrument was administered on the participants in their various schools by the researcher
with the support of the teachers in the schools.
Data Analysis
The Pearson Product Moment Correlation (PPMC) statistical analysis was used to analyse the data.
RESULTS
Research hypothesis one: There will be no significant relationship between academic efficacy and students’
academic performance
Table 1: The summary table showing the relationship between academic efficacy and students’ academic
Achievement
Variable N Mean SD R Sig P
Academic Efficacy 300 23.10 51.09 .781 .000 Significant
P<0.05Students’ Academic
Achievement
300 14.44 46.34
The table 1 above showed that there was significant relationship between academic efficacy and students’
academic Achievement (r= .781; P<0.05). This means that academic efficacy influence the level of students’
academic Achievement.
Research hypothesis two: There will be no significant relationship between self esteem and students’ academic
Achievement
Table 2: The summary table showing the relationship between self esteem and students’ academic
Achievement
Variable N Mean SD R Sig P
Self Esteem 300 17.86 49.03 .861 .000 Significant
P<0.05Students’ Academic
Achievement
300 25.04 41.34
The table 2 above showed that there was significant relationship between self esteem and students’ academic
Achievement (r= .781; P<0.05). This means that self esteem influence the level of students’ academic
Achievement.
DISCUSSION
The result of the first research hypothesis revealed that there was significant relationship between
academic efficacy and students’ academic Achievement (r= .781; P<0.05). This means that academic efficacy
influence the level of students’ academic Achievement. This is in line with the studies of of Elias and
MacDonald (2007) who assess the ability of prior academic performance and academic efficacy in predicting
college academic performance with a sample of 202 (115 females and 87 males) undergraduate students at a
large university in the Rocky Mountain region of the United States. These authors found that prior performance
had a significant and positive effect on both academic self-efficacy beliefs and college academic performance
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and academic self-efficacy beliefs accounted for a significant amount of unique variance beyond prior
performance in predicting college academic performance. For example, Many researchers have attempted to
relate academic efficacy to different educational, social, and psychological factors such as the strategies of
learning (e.g., Pintrich & De Groot, 1990), motivational constructs such as persistence and goals/goal setting
(e.g., Multon, Brown, & Lent, 1991; Schunk & Ertmer, 1999), affective constructs such as stress and anxiety
(e.g., Chemers, Hu, & Garcia, 2001; Finney & Schraw, 2003; Solberg & Villareal, 1997; Zajacova et al., 2005),
academic achievement (e.g., Adeyemo, 2007; Bembenutty, 2007; Campbell, 2007; Chandler, 2006; Chemers,
Hu, & Garcia, 2001; Gore, 2006; Multon, Brown, & Lent, 1991; Pajares, 1996; Zajacova et al., 2005). These
researchers have reported that students with higher levels of self-efficacy tend to be more self-regulated and
persistent in their learning, more motivated to learn and to be successful in their learning, experience less stress
and anxiety, and as a consequence have higher academic achievement than their counterparts who are low in
academic efficacy. In research that has examined the relationship between self-efficacy and academic
achievement of students at different levels of education, with the exception of a few studies (Jeffreys, 1998;
Reynolds & Weigand, 2010), it has been consistently documented that students with higher levels of academic
self-efficacy have significantly higher academic performance compared to their counterparts who are low in
academic efficacy. That is, when students have strong beliefs in their academic capabilities to perform well, they
will have higher academic achievement than their counterpart students with low beliefs in their capabilities to
perform well academically.
The result of the second research hypothesis revealed that there was significant relationship between
self esteem and students’ academic Achievement (r= .781; P<0.05). This means that self esteem influence the
level of students’ academic Achievement. This is in line with the studies of Different studies have reached the
conclusion that academic achievement and self-esteem are positively correlated (Bankston & Zhou, 2002;
Lockett & Harrell, 2003; Schmidt & Padilla, 2003). For example, West, Fish, and Stevens (1980) cited a
correlation ranging from 0.18 to 0.50 between general self-esteem and academic achievement. Another study,
conducted by Carr, Borkowski, and Maxwell (1991) found self-esteem to be a significant predictor of reading
awareness. Covington (1989) reports that as level of self-esteem increases, so does the level of academic
achievement scores but as the level of self-esteem decreases, achievement declines. He concluded that self-
esteem can be modified through direct instruments which can lead to achievement gains. Reasoner (2005)
explained that there is a general agreement among researchers that there is a close relationship between self-
esteem and academic achievement but that there are considerable disagreements among them as to the nature of
the relationship. Some researchers argue that students who perform higher in school do so to possess positive
self-esteem, while others argue that positive self-esteem is a necessary pre-requisite for academic achievement.
Conclusion
Base on the findings of this study, persistent poor academic performance of Nigerian secondary school
students due to academic efficacy and self esteem should not continue indefinitely. There is hope that with the
improvement of academic efficacy and self esteem, the situation can be changed for the better. The study
discovered that academic efficacy and self esteem influence significantly the students’ academic achievement in
the society. As such, it is very crucial to improve these factors (academic efficacy and self esteem) so as to
eradicate the persistent occurrence of poor students’ academic achievement in this great country, Nigeria.
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