In this paper, we examine the impact of gender, mode of admission, parental higher institutional
status, family home status and campus residential status on students’ level of academic performance using the
concept and application of multinomial logistic regression model. The statistical analysis is carried out on a
random sampling of 289 students from all the schools/faculty in FUTA. Information required for the analysis
was obtained through the administration of questionnaire to answer the research questions and thereafter
applied chi–square and multinomial logistic regression methodology was employed. The result showed that,
gender and mode of admission significantly affect the level of performance and that more male student are more
likely to have a high performance compared to the female counterpart. Also students who reside on campus tend
to have a high performance compared to those who reside off campus.
A comparative study of the classroom treatment of male and female students of...Alexander Decker
This study examined potential differences in how male and female students are treated in classrooms at the Federal Polytechnic in Ilaro, Nigeria. Surveys were administered to 102 male and 102 female final year students to assess their perceptions of classroom treatment. Interview were also conducted with 8 lecturers. The results found no significant differences between male and female students' perceptions of their classroom experiences. Additionally, there was a negative but weak relationship between males' and females' attitudes toward education. The study concluded that gender does not play a role in how students experience classrooms and that teachers should aim for gender-neutral practices to promote equal opportunities for all students.
A study in mathemagenic activities gender differences in understanding chemis...Alexander Decker
This study examined the impact of "mathemagenic activities" on gender differences in understanding chemistry concepts. 360 Nigerian high school students were given pre- and post-tests after exposure to experimental or control conditions. Results showed students in experimental groups that used instructional objectives, adjunct questions, and combined modes performed better than control groups, with no significant differences between male and female students. The study suggests these approaches can be adopted in chemistry classes without emphasizing gender. Previous research on gender differences in science achievement has been inconclusive, though some studies found males perform better in chemistry problem-solving while females outperform in language arts. This study investigated whether gender impacts chemistry performance when using mathemagenic activities.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
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.
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.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
- The study examined the effectiveness of Response to Intervention (RTI) on reading fluency for 4th grade students at risk of reading failure.
- It used a quasi-experimental pretest-posttest design comparing a control group that received typical instruction to an experimental group that received additional reading intervention using the Read Naturally program for 30 minutes, 4 days a week for 10 weeks.
- Results showed the experimental group made significantly greater gains in reading fluency, rate, and accuracy compared to the control group based on pretest and posttest scores, indicating RTI can effectively improve the reading skills of students at risk of reading failure when implemented properly.
A comparative study of the classroom treatment of male and female students of...Alexander Decker
This study examined potential differences in how male and female students are treated in classrooms at the Federal Polytechnic in Ilaro, Nigeria. Surveys were administered to 102 male and 102 female final year students to assess their perceptions of classroom treatment. Interview were also conducted with 8 lecturers. The results found no significant differences between male and female students' perceptions of their classroom experiences. Additionally, there was a negative but weak relationship between males' and females' attitudes toward education. The study concluded that gender does not play a role in how students experience classrooms and that teachers should aim for gender-neutral practices to promote equal opportunities for all students.
A study in mathemagenic activities gender differences in understanding chemis...Alexander Decker
This study examined the impact of "mathemagenic activities" on gender differences in understanding chemistry concepts. 360 Nigerian high school students were given pre- and post-tests after exposure to experimental or control conditions. Results showed students in experimental groups that used instructional objectives, adjunct questions, and combined modes performed better than control groups, with no significant differences between male and female students. The study suggests these approaches can be adopted in chemistry classes without emphasizing gender. Previous research on gender differences in science achievement has been inconclusive, though some studies found males perform better in chemistry problem-solving while females outperform in language arts. This study investigated whether gender impacts chemistry performance when using mathemagenic activities.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
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.
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.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
- The study examined the effectiveness of Response to Intervention (RTI) on reading fluency for 4th grade students at risk of reading failure.
- It used a quasi-experimental pretest-posttest design comparing a control group that received typical instruction to an experimental group that received additional reading intervention using the Read Naturally program for 30 minutes, 4 days a week for 10 weeks.
- Results showed the experimental group made significantly greater gains in reading fluency, rate, and accuracy compared to the control group based on pretest and posttest scores, indicating RTI can effectively improve the reading skills of students at risk of reading failure when implemented properly.
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental groups participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control groups did not. Pre- and post-tests were used to measure the students' academic achievement before and after the activities. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys', girls', and private girls' schools, but not in the private boys' school. The study concluded that co-curricular activities can positively impact academic achievement.
Okta mahendra (1608042030) the analysis of 6 journal articlesAndrew Garfield
1. This document summarizes 6 journal articles on the relationship between school facilities and student outcomes such as academic achievement. The articles used qualitative and quantitative methodologies such as surveys and statistical analyses. Overall, the research consistently found that school facility conditions like building quality, classroom size, noise levels, and overcrowding influence student and teacher performance. Students in better facility conditions tended to outperform those in substandard buildings.
A study on classroom environment and learning of the students at secondaryAlexander Decker
This study examined factors that affect student learning in secondary school classrooms in Lahore, Pakistan. The researchers surveyed 150 students from 5 schools about motivational factors, the teacher's role, discipline, and teaching strategies. The results showed that most students felt teachers used motivational techniques and diverse teaching strategies that enhanced learning. Over half agreed the teacher's role and discipline were important for creating a healthy learning environment. However, some gender differences existed, as male students reported higher motivation and perceptions of teaching than females. Overall, the study found classroom factors like motivation, teaching quality, and discipline impacted student learning but that responses varied slightly between male and female students.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Analysis of gender related differential item functioning in mathematics multi...Alexander Decker
The document analyzes gender-related differential item functioning in mathematics multiple choice items administered by the West African Examination Council (WAEC) in 2011 in Nigeria. The study found that 39 of the 50 test items showed statistically significant differences in performance between male and female examinees, indicating those items were functioning differently based on gender. The results suggest the need for examination bodies like WAEC to develop test items that do not show such differential functioning and are fair to both male and female examinees.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
This document summarizes a study that examined the relationship between students' educational aspirations and their educational outcomes using data from the Educational Longitudinal Study of 2002. The study found:
1) Students who aspired to graduate from a 4-year college were over 2 times more likely to obtain a postsecondary degree than students who did not know how far they would go or did not aspire to a degree.
2) Students who planned to attend postsecondary education right after high school were over 3 times more likely to obtain a degree than students who did not plan to attend right after high school.
3) Students who planned to attend postsecondary education right after high school were almost 3 times more likely to obtain
Demographic factors and students’ academic achievement in tertiary institutio...Alexander Decker
This study investigated the influence of demographic factors like age and sex on the academic performance of graduating students at Wa Polytechnic in Ghana. Simple regression analysis was used to analyze the relationship between class obtained, age and sex. Key findings were that both age and sex were positively related to class, though only the coefficient of sex was statistically significant. The study also found that an increase in age was likely to decrease academic performance more for male students than female students. This novel study examined the combined effect of age and sex on academic achievement.
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
factors affecting boarding,non-boarding and transient boarding education stud...rica mahinay
This study examines factors that affect the academic performance of boarding, non-boarding, and transient boarding teacher education students. It investigates the demographic profiles and factors like parental influence, time management, health, peers, and distractions. The study aims to determine if there are significant differences in the extent of factors between student groups and their academic performance. Respondents were 297 students from Central Philippines State University in the 2012-2013 academic year, comprising 190 boarding students, 99 non-boarding students, and 8 transient boarding students.
The effectiveness of co curricular activities on academic achievements of sec...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 students were divided into experimental and control groups based on their pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys schools, indicating co-curricular activities can positively impact academic achievement, except possibly for private boys schools.
This study examined academic anxiety among 80 adolescent students aged 14-16 on Minicoy Island. The study aimed to measure and compare academic anxiety levels between boys and girls, and examine the relationship between school environment and academic anxiety. Students completed the Academic Anxiety Scale. Results found that 32% of students had low anxiety, 42% had average anxiety, and 26% had high anxiety. The study found no significant difference in anxiety levels between boys and girls. However, students at government schools reported higher anxiety than private schools, possibly due to poorer teaching quality at government schools. The study concluded that many students experience high academic anxiety, which can negatively impact their physical and mental health if not addressed.
Is congruence a predictor of satisfaction with the choice of degree program a...Alexander Decker
This document summarizes a study that examined the relationship between congruence (the match between a student's personality and their academic program) and satisfaction with their degree program among third-year university students in Kenya. The study found that most students were congruent with their program of study. Congruence was found to be a weak predictor of satisfaction. Interviews with students suggested that satisfaction was influenced more by opportunities in the job market, availability of learning resources, and teaching methods rather than just congruence alone. While congruence and satisfaction are often linked, this study indicates the relationship may be weaker in the Kenyan context due to other influential factors.
1) The document reviews factors that can enhance quality education in higher education institutions in Bangladesh. It analyzes perspectives of both teachers and students on important quality factors.
2) Through factor analysis, the study identifies 10 key factors grouped from the variables examined. The most important factors are teachers' pedagogical skills, relationship skills with students, and distinctiveness.
3) The study provides recommendations to policymakers on focusing on these quality factors, developing a culture of quality assurance, expanding private partnerships, and using collaborative learning approaches to enrich student learning.
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
Effective STEM Education Strategies for Diverse and Underserved Learners Elaine Machado
This document discusses effective STEM education strategies for diverse and underserved learners from multiple theoretical perspectives. It describes how the cognitively based perspective focuses on developing students' scientific reasoning and argumentation skills by connecting to their everyday knowledge and discourse practices. The cross-cultural perspective addresses how some students' cultural ways of knowing may differ from Western science and how instruction can help students navigate between contexts. Equitable opportunities involve valuing students' experiences, explicitly connecting them to scientific practices, and providing sufficient resources to support learning.
This document presents a research proposal that aims to determine the factors affecting the college course preferences of grade 12 students at FDRMS for the 2018-2019 school year. Specifically, it seeks to identify the demographic profile of respondents and investigate how personal choice, parents' decision, peer influence, and job opportunities influence course selection. The study is guided by theories on multiple intelligences, capabilities, and career counseling. It will survey 40 grade 12 students to understand their preferences and help students and parents in the college selection process. A literature review discusses related foreign and local studies on factors like self-examination, economic considerations, and the role of parents and counselors in shaping career decisions.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 10th grade students from 4 schools were divided into experimental and control groups based on pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys school, indicating co-curricular activities can positively impact academic achievement, especially for government students and girls.
Effect Of Supervised Peer-Led Group Counselling Programme On Academic Achieve...iosrjce
Recent trends in global circumstances have focused on one goal of educating every child on the globe.
The growing problems of quality manpower shortages, international circumstances, and advancement in the
sciences, professional and specialized fields have contributed to the increasing awareness of the importance of
modifying academic achievement of underachieving students. In today’s society, according to Howard and
Solberg (2006), education is highly valued and a necessary prerequisite to becoming successful and
experiencing at least a moderately high quality of life as an adult. It is important to note that academic
achievements is very important to the adolescent population and as submitted by Marsh (1990) it is extremely
important given the correlation between school achievement and positive outcomes over the life span
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.
Effect of gender on students academic achievement in secondary school social ...Alexander Decker
1) The study investigated the effect of gender on academic achievement in Social Studies among 180 secondary school students in Delta and Edo States, Nigeria.
2) The results showed that gender had no significant effect on student achievement in Social Studies, though females in the experimental groups gained more than males.
3) There was a significant interaction effect found between the teaching strategies (simulation games, brainstorming, lecture method) and gender on student academic achievement in Social Studies. Specifically, males performed better with simulation games and lecture method while females performed better with brainstorming.
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental groups participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control groups did not. Pre- and post-tests were used to measure the students' academic achievement before and after the activities. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys', girls', and private girls' schools, but not in the private boys' school. The study concluded that co-curricular activities can positively impact academic achievement.
Okta mahendra (1608042030) the analysis of 6 journal articlesAndrew Garfield
1. This document summarizes 6 journal articles on the relationship between school facilities and student outcomes such as academic achievement. The articles used qualitative and quantitative methodologies such as surveys and statistical analyses. Overall, the research consistently found that school facility conditions like building quality, classroom size, noise levels, and overcrowding influence student and teacher performance. Students in better facility conditions tended to outperform those in substandard buildings.
A study on classroom environment and learning of the students at secondaryAlexander Decker
This study examined factors that affect student learning in secondary school classrooms in Lahore, Pakistan. The researchers surveyed 150 students from 5 schools about motivational factors, the teacher's role, discipline, and teaching strategies. The results showed that most students felt teachers used motivational techniques and diverse teaching strategies that enhanced learning. Over half agreed the teacher's role and discipline were important for creating a healthy learning environment. However, some gender differences existed, as male students reported higher motivation and perceptions of teaching than females. Overall, the study found classroom factors like motivation, teaching quality, and discipline impacted student learning but that responses varied slightly between male and female students.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Analysis of gender related differential item functioning in mathematics multi...Alexander Decker
The document analyzes gender-related differential item functioning in mathematics multiple choice items administered by the West African Examination Council (WAEC) in 2011 in Nigeria. The study found that 39 of the 50 test items showed statistically significant differences in performance between male and female examinees, indicating those items were functioning differently based on gender. The results suggest the need for examination bodies like WAEC to develop test items that do not show such differential functioning and are fair to both male and female examinees.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
This document summarizes a study that examined the relationship between students' educational aspirations and their educational outcomes using data from the Educational Longitudinal Study of 2002. The study found:
1) Students who aspired to graduate from a 4-year college were over 2 times more likely to obtain a postsecondary degree than students who did not know how far they would go or did not aspire to a degree.
2) Students who planned to attend postsecondary education right after high school were over 3 times more likely to obtain a degree than students who did not plan to attend right after high school.
3) Students who planned to attend postsecondary education right after high school were almost 3 times more likely to obtain
Demographic factors and students’ academic achievement in tertiary institutio...Alexander Decker
This study investigated the influence of demographic factors like age and sex on the academic performance of graduating students at Wa Polytechnic in Ghana. Simple regression analysis was used to analyze the relationship between class obtained, age and sex. Key findings were that both age and sex were positively related to class, though only the coefficient of sex was statistically significant. The study also found that an increase in age was likely to decrease academic performance more for male students than female students. This novel study examined the combined effect of age and sex on academic achievement.
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
factors affecting boarding,non-boarding and transient boarding education stud...rica mahinay
This study examines factors that affect the academic performance of boarding, non-boarding, and transient boarding teacher education students. It investigates the demographic profiles and factors like parental influence, time management, health, peers, and distractions. The study aims to determine if there are significant differences in the extent of factors between student groups and their academic performance. Respondents were 297 students from Central Philippines State University in the 2012-2013 academic year, comprising 190 boarding students, 99 non-boarding students, and 8 transient boarding students.
The effectiveness of co curricular activities on academic achievements of sec...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 students were divided into experimental and control groups based on their pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys schools, indicating co-curricular activities can positively impact academic achievement, except possibly for private boys schools.
This study examined academic anxiety among 80 adolescent students aged 14-16 on Minicoy Island. The study aimed to measure and compare academic anxiety levels between boys and girls, and examine the relationship between school environment and academic anxiety. Students completed the Academic Anxiety Scale. Results found that 32% of students had low anxiety, 42% had average anxiety, and 26% had high anxiety. The study found no significant difference in anxiety levels between boys and girls. However, students at government schools reported higher anxiety than private schools, possibly due to poorer teaching quality at government schools. The study concluded that many students experience high academic anxiety, which can negatively impact their physical and mental health if not addressed.
Is congruence a predictor of satisfaction with the choice of degree program a...Alexander Decker
This document summarizes a study that examined the relationship between congruence (the match between a student's personality and their academic program) and satisfaction with their degree program among third-year university students in Kenya. The study found that most students were congruent with their program of study. Congruence was found to be a weak predictor of satisfaction. Interviews with students suggested that satisfaction was influenced more by opportunities in the job market, availability of learning resources, and teaching methods rather than just congruence alone. While congruence and satisfaction are often linked, this study indicates the relationship may be weaker in the Kenyan context due to other influential factors.
1) The document reviews factors that can enhance quality education in higher education institutions in Bangladesh. It analyzes perspectives of both teachers and students on important quality factors.
2) Through factor analysis, the study identifies 10 key factors grouped from the variables examined. The most important factors are teachers' pedagogical skills, relationship skills with students, and distinctiveness.
3) The study provides recommendations to policymakers on focusing on these quality factors, developing a culture of quality assurance, expanding private partnerships, and using collaborative learning approaches to enrich student learning.
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
Effective STEM Education Strategies for Diverse and Underserved Learners Elaine Machado
This document discusses effective STEM education strategies for diverse and underserved learners from multiple theoretical perspectives. It describes how the cognitively based perspective focuses on developing students' scientific reasoning and argumentation skills by connecting to their everyday knowledge and discourse practices. The cross-cultural perspective addresses how some students' cultural ways of knowing may differ from Western science and how instruction can help students navigate between contexts. Equitable opportunities involve valuing students' experiences, explicitly connecting them to scientific practices, and providing sufficient resources to support learning.
This document presents a research proposal that aims to determine the factors affecting the college course preferences of grade 12 students at FDRMS for the 2018-2019 school year. Specifically, it seeks to identify the demographic profile of respondents and investigate how personal choice, parents' decision, peer influence, and job opportunities influence course selection. The study is guided by theories on multiple intelligences, capabilities, and career counseling. It will survey 40 grade 12 students to understand their preferences and help students and parents in the college selection process. A literature review discusses related foreign and local studies on factors like self-examination, economic considerations, and the role of parents and counselors in shaping career decisions.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 10th grade students from 4 schools were divided into experimental and control groups based on pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys school, indicating co-curricular activities can positively impact academic achievement, especially for government students and girls.
Effect Of Supervised Peer-Led Group Counselling Programme On Academic Achieve...iosrjce
Recent trends in global circumstances have focused on one goal of educating every child on the globe.
The growing problems of quality manpower shortages, international circumstances, and advancement in the
sciences, professional and specialized fields have contributed to the increasing awareness of the importance of
modifying academic achievement of underachieving students. In today’s society, according to Howard and
Solberg (2006), education is highly valued and a necessary prerequisite to becoming successful and
experiencing at least a moderately high quality of life as an adult. It is important to note that academic
achievements is very important to the adolescent population and as submitted by Marsh (1990) it is extremely
important given the correlation between school achievement and positive outcomes over the life span
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.
Effect of gender on students academic achievement in secondary school social ...Alexander Decker
1) The study investigated the effect of gender on academic achievement in Social Studies among 180 secondary school students in Delta and Edo States, Nigeria.
2) The results showed that gender had no significant effect on student achievement in Social Studies, though females in the experimental groups gained more than males.
3) There was a significant interaction effect found between the teaching strategies (simulation games, brainstorming, lecture method) and gender on student academic achievement in Social Studies. Specifically, males performed better with simulation games and lecture method while females performed better with brainstorming.
Academic performence and factors affecting it full 1PRASAN168
1) The document discusses factors that influence the academic performance of graduate students, including gender, age, schooling background, socioeconomic status, residential area, medium of instruction, tuition trends, and accommodation.
2) It reviews several previous studies on this topic and their findings that academic performance is positively associated with higher socioeconomic status, private schooling, urban residence, and English medium instruction.
3) The methodology section describes a study of 100 graduate students that uses questionnaires to collect data on independent variables and academic performance, which is then analyzed using statistical tests in SPSS and Excel.
An Evaluation Of Predictors Of Achievement On Selected Outcomes In A Self-Pac...Zaara Jensen
This document summarizes a study that evaluated predictors of student achievement in a self-paced online Principles of Management course. The study examined whether demographic variables (gender, age), a psychosocial measure (Locus of Control), and student effort (cumulative GPA) predicted performance on three outcomes: written work, a post-test, and final course score. The researchers found that cumulative GPA, which measures student effort, was the only significant predictor of student outcomes in two of the three models analyzed.
Achievement Motivation Across Gender And Different Academic MajorsKelly Lipiec
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Self Efficacy and Motivation as Determinants of Students’ Performance.pdfAndrewUMOAbasi
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The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
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2) Family emotional climate did not contribute meaningfully to variance in academic performance for any of the groups studied.
3) While other factors beyond what was studied may influence academic performance, this study found no evidence that family emotional climate impacts undergraduate grades.
Effectiveness of computer supported cooperative learningGambari Isiaka
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Searching for the relationship between secondary schools students' motivation...inventionjournals
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Effects of attitudes of female students on the performance in mathematics in ...Alexander Decker
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A causal model of selected non cognitive learner’s variables and achievement ...Alexander Decker
This summary examines a study that investigated the direct and indirect effects of eight non-cognitive learner variables (gender, socio-economic status, self-concept, gender-stereotype, motivation, attitude towards mathematics, self-confidence and problem solving habits) on mathematics achievement. The study used a causal model and analyzed data from 312 junior secondary students using questionnaires and a mathematics achievement test. The results showed that the hypothesized causal model fit the data well. Socio-economic status, gender-stereotype, motivation, self-confidence and problem solving habits had both direct and indirect effects on achievement. Attitude had a direct effect only, while gender and self-concept had indirect effects only.
This study examines the factors affecting career choice among grade 12 students in Dingalan National High School for the school year 2021-2022. The researchers will survey 20 randomly selected grade 12 students to understand what factors most influence their decision-making. Some of the key factors identified in previous research that may affect career choice include personality, interests, family influences, role models, available resources, and cultural identity. The researchers hope this study will help clarify for students what truly impacts their career decisions and provide insights for future researchers on this topic.
Causes of Low Achievement of University' Students from Their Points of Viewijejournal
The aim of the study was to investigate the causes of low achievement from student’s points of view for
both sexes by various levels and faculties.(106) students took place in the at Al-Ahliyya Amman University
(AAU).
A questionnaire was formed and applied, after its validity and reliability were verified. The study resulted
in following points :-
The weight of low achievement causes are moderate in four dimensions (Faculty member , students ,
methods of assessment, course content)while the weight of family factors dimension was high. There are no
significant differences at the level of a≤ 0.05 in low achievement causes according to gender, the level of
study and according to the faculty specialization in three dimensions (Faculty member , methods of
assessment, Course content)while there are significant differences at the level of a≤ 0.05 in two
dimensions (students and family factors )in behalf of engineering faculty) .
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 1 ExecutiLynellBull52
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 1
Executive Summary
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 2
Comparison of Student Evaluations of Teaching with Online and Paper-Based Administration
John F. Doe
Central Michigan University
Master of Science in Administration
MSA 698: Directed Administrative Portfolio
Dr. Larry F. Ross
September 28, 2020
Author Note
Data collection and preliminary analysis were sponsored by the Office of the Provost and the
Student Assessment of Instruction Task Force. Portions of these findings were presented as a poster at
the 2016 National Institute on the Teaching of Psychology, St. Pete Beach, Florida, United States. We
have no conflicts of interest to disclose. Correspondence concerning this article should be addressed to
Claudia J. Stanny, Center for University Teaching, Learning, and Assessment, University of West Florida,
Building 53, 11000 University Parkway, Pensacola, FL 32514, United States. Email:
[email protected]
mailto:[email protected]
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 3
Table of Contents (optional)
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 4
Comparison of Student Evaluations of Teaching with Online and Paper-Based Administration
Student ratings and evaluations of instruction have a long history as sources of information
about teaching quality (Berk, 2013). Student evaluations of teaching (SETs) often play a significant role in
high-stakes decisions about hiring, promotion, tenure, and teaching awards. As a result, researchers
have examined the psychometric properties of SETs and the possible impact of variables such as race,
gender, age, course difficulty, and grading practices on average student ratings (Griffin et al., 2014;
Nulty, 2008; Spooren et al., 2013). They have also examined how decision-makers evaluate SET scores
(Boysen, 2015a, 2015b; Boysen et al., 2014; Dewar, 2011). In the last 20 years, considerable attention
has been directed toward the consequences of administering SETs online (Morrison, 2011; Stowell et al.,
2012) because low response rates may have implications for how decision-makers should interpret SETs.
Online Administration of Student Evaluations
Administering SETs online creates multiple benefits. Online administration enables instructors to
devote more class time to instruction (vs. administering paper-based forms) and can improve the
integrity of the process. Students who are not pressed for time in class are more likely to reflect on their
answers and write more detailed comments (Morrison, 2011; Stowell et al., 2012; Venette et al., 2010).
Because electronic aggregation of responses bypasses the time-consuming task of transcribing
comments (sometimes written in challenging handwriting), instructors can receive summary data and
verbatim comments shortly after the close of the term instead of weeks or months into the following
term.
Despite ...
The effectiveness of co curricular activities on academic achievements of sec...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Academic Performance, Relationship with Gender and Mode of Admission
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 6 Ver. II (Nov. - Dec. 2015), PP 59-66
www.iosrjournals.org
DOI: 10.9790/7388-05625966 www.iosrjournals.org 59 | Page
Academic Performance, Relationship with Gender and Mode of
Admission
Olukanye-David Oluwagbenga Abiodun1*
, Fagbade Adeyemi Isaiah2
1
Department of Statistics, Federal University of Technology, Akure, Nigeria.
2
Department of Mathematical Sciences, Federal University of Technology, Akure, Nigeria.
Abstract: In this paper, we examine the impact of gender, mode of admission, parental higher institutional
status, family home status and campus residential status on students’ level of academic performance using the
concept and application of multinomial logistic regression model. The statistical analysis is carried out on a
random sampling of 289 students from all the schools/faculty in FUTA. Information required for the analysis
was obtained through the administration of questionnaire to answer the research questions and thereafter
applied chi–square and multinomial logistic regression methodology was employed. The result showed that,
gender and mode of admission significantly affect the level of performance and that more male student are more
likely to have a high performance compared to the female counterpart. Also students who reside on campus tend
to have a high performance compared to those who reside off campus.
Keywords: academic performance, multinomial logistic regression, categorical response variables.
I. Introduction
The level of educational prowess of an individual which can be measured by the academic performance
or any other parameters is a prominence feature in determining the future potential in any individual. Several
scientific breakthroughs are as a result of outstanding academic performance, as a result, several studies have
been conducted and are still being conducted to assess academic performance at different levels of learning.
(Murtaugh et. al. 1999; Smith and Naylor 2001; Tieben et al. 2010). Students however face numerous
challenges that tend to militate their performance at different levels of study in their academic environment; this
can be broadly classified into student personal and non – personal factors. The non – personal factors can further
be classified into school related factors, environment of the home or family related factors. (khan and Malik,
1999; Fan, 2001; Gonzalez – Pienda et. al., 2002).
Purpose
The general interest of this study is to examining the impact of some the factors that are theoretically or
experimentally believed to have influence on student level of academic performance in a university system.
The research questions that governs this study is as stated below:
1. Is the level of academic performance influenced by gender?
2. Does a students’ mode of admission affects the level of performance?
3. Does parental educational status have any impact on ward’s academic performance?
4. Does home structure influences academic performance?
5. Does campus residential status affect academic performance?
6. Does the likelihood that a student will be a high performance, moderate performance, or poor performance
student related to his/her gender, mode of admission, parental education status, home structure and campus
residential status?
Theoretical Framework
Several studies have been carried out on the assessment of academic performance due to its benefit, as
it relates to some of the variables studied in this study.
Many research studies have considered and studied the effect of gender on education performance
(Udousoro 2011; Jansen 2004; Bruinsma 2003). Gender means more than a mere identification of sexes (Okeke
2003), it can be thought of as a psychological term employed in the behavioural and characteristics description
of individuals on the basis of being born as a male or female (Umoh 2003). Eggens et. al., (2008) highlighted
gender alongside some other demographic variable as a determinant of academic achievement. The decision as
touching gender performance in academic is inconclusive as some research has shown that academic
performance is related to gender (Adeneye and Adeleye, 2011;), while some research revealed no relationship
between gender and academic performance (Abiam and Odok, 2006). This study considers gender as a predictor
in order to determine if it is a significant factor as this is an unresolved matter.
2. Academic Performance, Relationship With Gender And Mode Of Admission.
DOI: 10.9790/7388-05625966 www.iosrjournals.org 60 | Page
In addition to the study of age, the modes of admission into tertiary institutions are also considered. In
the late 90’s, the mode of admission into higher institution was through a regulatory body, Joint Admission and
Matriculation Board (JAMB). The body was saddle with the task of employing students into higher institution
through a centralised examination, university matriculation examination (UME), which has metarmophosized
over the years. This exam is taken across the states of the federation at the same time. In the early 20’s several
forms of admission came into existence, which are organised by different institutions with the main purpose of
eradicating the deficiency carried over from secondary school system. It is theoretically and in some
experimental cases believed those students admitted into the university system through other means of
admission perform better than the UME counterparts (Joe et al,.2014; Adeyemi 2009).
The first source of informal learning to a child is received from the family to which the child is been
born. It serves as the foundation of learning on which other formal education is built (Agulana 2000). There’s
been research on the influence of home structure on academic performance (Igbinosa 2014). The family
structure has been a factor that affects students’ academic performance, students from broken home may be
psychological and emotionally be unstable which may have an adverse effect on their academic performance
(Igbinosa 2014). Parents who are actively involved in their children’s academic, by demonstrating to them that
success is to be attained through hard work, determination and persistency gets a good result from their wards
(Dubow et. al.,2009)
Due to lots of academic activities like tutorials (fellowship or interdenominational) that goes on within
the campus after the day’s lecture might be over, and the security enjoyed, many student prefer campus
residency. But as a result of limited available number of housing facilities, accommodation on Nigerian
university campus is based on first come, first serve, causing most of the student to reside off campus. Research
has shown that living on campus or has lived on campus cause a positive increase in the academic performance
of student (De Araujo and Murray, 2010).
II. Methodology
Sample
The study was conducted in one of Nigerian’s most prestigious university, Federal University of
Technology Akure. The university was selected as a study area due to its vision of becoming the world best
university of technology. The participants were informed of their right to choose to participate or not, they were
also informed that participation in this research will in no way infringe on their human right and all information
provided will only be used for research purpose only. A primary dataset was collected through the
administration of questionnaire to a random selection of 289 undergraduate students spanning over all the
schools and years. The questionnaire involves several variables studied as related academic performances. Out
of the 289 questionnaire administered and returned, 188 (65%) of the respondent were male, 99(34%) were
female and 3(1%) did not specify their gender.
Materials
Gender
Gender as used in this study refers to the sex of the respondent which is a dichotomous variable coded as:
0 = male
1 = female
Level of Performance (LoP)
The long existing means of assessing student performance in tertiary institutions is the cumulative
grade point assessment (Eggens et al 2008). Student academic performance in Federal University of Technology
Akure (FUTA) is measured on a Grade Point Average (GPA) scale of 1.00 – 5.00 as used by most convectional
universities in Nigeria. The scale is categorised into five classes of degree: First class (4.50 – 5.00), Second
class upper division (3.50 – 4.49), Second class lower division (2.40 – 3.49), Third class (1.50 – 2.39), and Pass
(1.00 – 1.49). Due to the sensitivity of this variable, most respondent keep their GPA secret because it shows the
level of academic performance of a student. In order to get the required information and at the same time protect
the privacy of the respondent, a level of performance was used to measure academic performance. It is coded as
shown below;
1 = high performance (GPA between 5.00 − 4.00 )
2 = moderate performance (GPAbetween 3.99 − 3.00)
3 = poor performance (GPAbetween 2.99 − 1.00)
It is a self reported information captured through the questionnaire as a polychotomous categorical variable. Out
of the 289 respondent, 55 (19%) had high performance, 144 (approx. 50%) half of the population had moderate
performance, 89 (approx. 31%) had poor performance while 2 (0.7%) respondent did not provide this
information.
3. Academic Performance, Relationship With Gender And Mode Of Admission.
DOI: 10.9790/7388-05625966 www.iosrjournals.org 61 | Page
Parental Education Status (PES)
This is a dichotomous categorical variable which provides information respondent’s parent education
status. It is coded as;
1 = educated,
2 = not educated
Out of the 289 respondent that participated in this study, 134 (46.2%) respondent’s parent were educated while
150 (51.7%) parent had no formal education with 6 (2.1%) missing information
Mode of Admission (MoA)
In the past years, the mode of entrance into higher institution in Nigeria has evolved; the known and
recognised mode of admission in the 19th century was through University matriculation examination (UME). In
the early 20th century, other forms of admission came into existence in order the stripe the Joint Admission
Matriculation Board (JAMB) of their autonomy power and give the prospective student a feel of what they will
be expecting in their first year. Variants of mode of admission into higher institution in Nigeria considered in
this study are Pre-Degree Programme (PDS), Joint University Preliminary Examination Board (JUPEB), and
University Advance Basic Studies (UABS). Due to a relatively low number of respondents in the other forms of
admission, a variable “other” was created which combine all other mode of admission. The coding is as follows;
1 = 𝑈𝑀𝐸,
2 = 𝑂𝑡𝑒𝑟𝑠
169 (58.3%) of the whole population considered had admission through UME, 119 (41%) came into the
university system through other forms of admission has approved by the National University Commission
(NUC)
Family Home Structure (FHS)
This is dichotomous categorical variable identifies if a respondent came from a broken home or intact
home. It is coded as follows;
1 = 𝑏𝑟𝑜𝑘𝑒𝑛 𝑜𝑚𝑒
2 = 𝐼𝑛𝑡𝑎𝑐𝑡 𝑜𝑚𝑒
90 (31%) of the total respondent that participated in the study came from broken home, not living with any of
their parents, 199 (68.6%) came from intact home, living with both parents, 1(0.3%) left the question
unanswered.
Campus Residential Status (CRS)
This categorical variable identifies whether a participant resides on campus or off-campus. As a result
of great turn up of numbers of admitted student every year, the housing facilities in most universities in Nigeria
(with the exception of Private University) is often insufficient, hence students are allowed to secure
accommodation outside the school walls. This variable is a dichotomous variable which is coded as;
1 = 𝑂𝑛 𝐶𝑎𝑚𝑝𝑢𝑠
2 = 𝑂𝑓𝑓 𝐶𝑎𝑚𝑝𝑢𝑠
Out of the 289 respondent that participated in this study, 73 (25.2%) had their residency on campus,
199 (68.6%) had their residency off-campus, 18 (6.2%) left the question unanswered.
The Performances as related to the variables under consideration are shown in Tables 1 through 5.
According to table 1, male student are more classified into high, moderate and poor performance than the female
students. Table 2 revealed that more student whose parent are not educated are more classified into high and
moderate performance that their counterpart, while student whose parent are educated are more classified into
poor performance. Table 3 showed that student who came in through other modes of admission are more
classified into high performance, while those that came in through UME are classified into moderate and poor
performance more than other modes of admission. Table 4 showed that student who came from a broken home
are less classified into the three levels of performance than their counterparts. While the relationship between
campus residence and performance revealed that more students who reside off campus do well compare to their
counterparts who stay on campus.
Table 1: Gender and Academic Performance Distribution
Level of Performance Gender Total
male female
High performance
Moderate Performance
Poor performance
46
82
59
9
61
29
55
143
88
4. Academic Performance, Relationship With Gender And Mode Of Admission.
DOI: 10.9790/7388-05625966 www.iosrjournals.org 62 | Page
Table 2: Parental Education Status and Academic Performance Distribution
Level of Performance Parental Education Status (PES) Total
Educated Not Educated
High performance
Moderate Performance
Poor performance
25
63
46
28
81
41
53
144
87
Table 3: Mode of Admission and Academic Performance Distribution
Level of Performance Mode of Admission (MOA) Total
UME OTHERS
High performance
Moderate Performance
Poor performance
20
87
47
35
56
42
55
143
89
Table 4: Family Home Structure and Academic Performance Distribution
Level of Performance Family Home Structure (FHS) Total
Broken Home Intact Home
High performance
Moderate Performance
Poor performance
18
41
31
37
103
58
55
144
89
Table 5: Campus Residential Status and Academic Performance Distribution
Level of Performance Campus Residential Status (CRS) Total
On campus Off campus
High performance
Moderate Performance
Poor performance
16
41
16
37
91
70
53
132
86
Multinomial Logistic Regression Model
In order to answer the fifth research question stated above, a multinomial logistic regression model was used.
The hypothesis to address the fifth research question is set as follows;
𝐻06 = 𝑡𝑒 𝑙𝑖𝑘𝑒𝑙𝑖𝑜𝑜𝑑 𝑡𝑎𝑡 𝑎 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑤𝑖𝑙𝑙 𝑔𝑟𝑎𝑑𝑢𝑎𝑡𝑒 𝑤𝑖𝑡 𝑎𝑛𝑦 𝑜𝑓 𝑡𝑒 𝑙𝑒𝑣𝑒𝑙 𝑜𝑓 𝑝𝑒𝑟𝑓𝑜𝑟𝑚𝑎𝑛𝑐𝑒
𝑖𝑠 𝑛𝑜𝑡 𝑟𝑒𝑙𝑎𝑡𝑒𝑑 𝑡𝑜 𝑎𝑛𝑦 𝑜𝑓 𝑡𝑒 𝑝𝑟𝑒𝑑𝑖𝑐𝑡𝑜𝑟𝑠
𝐻16 = 𝑡𝑒 𝑙𝑖𝑘𝑒𝑙𝑖𝑜𝑜𝑑 𝑡𝑎𝑡 𝑎 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑤𝑖𝑙𝑙 𝑔𝑟𝑎𝑑𝑢𝑎𝑡𝑒 𝑤𝑖𝑡 𝑎𝑛𝑦 𝑜𝑓 𝑡𝑒 𝑙𝑒𝑣𝑒𝑙 𝑜𝑓 𝑝𝑒𝑟𝑓𝑜𝑟𝑚𝑎𝑛𝑐𝑒 𝑖𝑠
𝑟𝑒𝑙𝑎𝑡𝑒𝑑 𝑡𝑜 𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 𝑜𝑛𝑒 𝑜𝑓 𝑡𝑒 𝑝𝑟𝑒𝑑𝑖𝑐𝑡𝑜𝑟𝑠
The methodology was deemed suitable and adopted to answer the research question because of the following
reasons;
1. The response variable, level of performance is a polychotomous categorical response (i.e. have more than
two levels of responses).
2. It provides an efficient way of obtaining the probabilities that a participant will belong to a class of degree
and the corresponding odd ratios (Peng and Nichols, 2003; Peng et. al, 2002; Peng et. al, 2001; Scott et. al,
1999).
3. It also provides an overall or aggregate effect of the predictive variables on a categorical dependent variable
(Peng and Nichols, 2003; Morgan and Teachman, 1988).
Multinomial logistic regression model is an advanced form of logistic regression model with three or
more levels of dependent variables. It expresses the logarithm of the odds of a categorical dependent variable as
a function depending on the explanatory variables which can be categorical, continuous or both. In this study,
we consider five levels of responses, and the modification to the general form of the methodology is as shown
below.
Let y denote the level of performance, therefore;
𝑦 = 1: 𝑖𝑔 𝑝𝑒𝑟𝑓𝑜𝑟𝑚𝑎𝑛𝑐𝑒
𝑦 = 2: 𝑚𝑜𝑑𝑒𝑟𝑎𝑡𝑒 𝑝𝑒𝑟𝑓𝑜𝑟𝑚𝑎𝑛𝑐𝑒
𝑦 = 3: 𝑝𝑜𝑜𝑟 𝑝𝑒𝑟𝑓𝑜𝑟𝑚𝑎𝑛𝑐𝑒
Let 𝑃𝑖𝑗 denote the probability that a student i will have a jth performance.
Where,
𝑖 = 1,2, … ,289 and 𝑗 = 1,2,3
The modified general form of multinomial logistic regression model is as shown below;
5. Academic Performance, Relationship With Gender And Mode Of Admission.
DOI: 10.9790/7388-05625966 www.iosrjournals.org 63 | Page
𝑙𝑜𝑔
𝑃 𝑦𝑖 = 1|𝑥𝑖𝐺 , … , 𝑥𝑖𝐶𝑅𝑆
𝑃 𝑦𝑖 = 3|𝑥𝑖𝐺 , … , 𝑥𝑖𝐶𝑅𝑆
= 𝛽10 + 𝛽11 𝑥𝑖𝐺 + 𝛽12 𝑥𝑖𝑀𝑂𝐴 + 𝛽13 𝑥𝑖𝑃𝐸𝑆 + 𝛽14 𝑥𝑖𝐹𝐻𝑆 + 𝛽15 𝑥𝑖𝐶𝑅𝑆
𝑙𝑜𝑔
𝑃 𝑦𝑖 = 2|𝑥𝑖𝐺 , … , 𝑥𝑖𝐶𝑅𝑆
𝑃 𝑦𝑖 = 3|𝑥𝑖𝐺 , … , 𝑥𝑖𝐶𝑅𝑆
= 𝛽20 + 𝛽21 𝑥𝑖𝐺 + 𝛽22 𝑥𝑖𝑀𝑂𝐴 + 𝛽23 𝑥𝑖𝑃𝐸𝑆 + 𝛽24 𝑥𝑖𝐹𝐻𝑆 + 𝛽25 𝑥𝑖𝐶𝑅𝑆
(1)
The equation above gives the odd ratio of a student having a level of performance relative to a reference level of
performance (poor), hereby provided a j – 1 non – redundant set of equations. Hence the probabilities are given
as;
𝑝𝑖,𝑖𝑔 𝑝𝑒𝑟𝑓𝑜𝑟𝑚𝑎𝑛𝑐𝑒 =
𝑒𝑥𝑝 𝛽1
T
𝑋𝑖
1 + 𝑒𝑥𝑝 𝛽𝑗
𝑇
𝑋𝑖
3
𝑗 =1
𝑝𝑖,𝑚𝑜𝑑𝑒𝑟𝑎𝑡𝑒 𝑝𝑒𝑟𝑓𝑜 rmance =
exp β2
T
Xi
1 + exp βj
T
Xi
3
j=1
pi,poor performance =
exp β3
T
Xi
1 + exp βj
T
Xi
3
j=1
(2)
III. Results
Statistical Package for Social Sciences (SPSS) was used in the analyses (SPSS Inc., 1993). To answer
the first five research questions, a chi-square analysis to test for relationship was carried out. The result are
discussed below
Research Question One
The hypothesis is as stated below;
H01 = Academic performance is not dependent on gender
H11 = Academic performance is dependent gender
The result indicates a high significant relationship between gender and performance (χ2
= 12.289, p − value =
0.002). In order word, performance can be attributed to gender of a student.
Research Question Two
The hypothesis is stated as shown below;
H02 = Academic performance is not dependent mode of admission
H12 = Academic performance is dependent mode of admission
The result shows a significant relationship between the mode of admission and academic performance (χ2
=
9.607, p − value = 0.008)
Research Question Three
The hypothesis is stated as shown below;
H03 = Academic performance is not dependent on parental educational status
H13 = Academic performance is dependent on parental educational status
The result shows no significant relationship between academic performance and parental educational status
(χ2
= 1.812, p − value = 0.404)
Research Question Four
The hypothesis is stated as shown below;
H04 = Academic performance is not dependent on home structure
H14 = Academic performance is dependent on home studture
The result shows no significant relationship between academic performance and family home structure ((χ2
=
1.104, p − value = 0.576)
Research Question Five
The hypothesis is stated as shown below;
H05 = Academic performance is not dependent on campus residential status
H15 = Academic performance is dependent on campus residential status
The result shows no significant relationship between academic performance and family home structure ((χ2
=
4.459, p − value = 0.108)
The result obtained from the model fitting information table in SPSS prompt the acceptance of the alternative
hypothesis stated earlier on in order to answer research question six. The p-value is 0.001 which a chi-square
6. Academic Performance, Relationship With Gender And Mode Of Admission.
DOI: 10.9790/7388-05625966 www.iosrjournals.org 64 | Page
value of 30.746. This implies that some or all of the explanatory variables predicts level of performance. To
ascertain which of the explanatory variable contribute significantly to the prediction, a likelihood ratio test was
carried out and gender and mode of admission were found to contribute significantly to the prediction of level of
performance.
Table 6 presents the parameter coefficients of the multinomial logistic regression analysis carried out
using SPSS. The significant parameters are indicated by asterisks as defined in the table footnote. The estimates
in the second and the fourth column are the parameter that measures the contrast of the student with high
performance relative to poor performance and the contrast of student with moderate performance relative to
poor performance respectively. The standard errors are in column three and five respectively. The table shows
several findings that need to be highlighted. First, of the entire explanatory variable considered, only gender
categories significantly affect both high performance and moderate performance. Second, UME mode of
admission is significantly different from that of others which consist of PDS, UABS, JUPEB and Direct Entry in
high performance contrasted by poor performance at 0.1 probability level, similarly On campus resident differs
from off campus in high performance as contrasted by poor performance at 0.1 probability level. Finally,
parental educational status, family home Structure and Campus residential status does not seems to affect
performance.
Table 6. Coefficient of multinomial logistic regression
Explanatory Variables
Multinomial Logit Model
High performance
versus
poor performance
Moderate performance versus
poor performance
𝛃 SE 𝛃 SE
Gender
Male
FemaleRC
Mode of Admission
UME
OTHERSRC
Parental Education Status
Educated
Not EducatedRC
Family Home Structure
Broken Home
Intact HomeRC
Campus Residential Status
On Campus
Off CampusRC
1.336**
(0)
-.707*
(0)
-.092
(0)
.076
(0)
.749*
(0)
.481
(0)
.373
(0)
.370
(0)
.386
(0)
.432
(0)
-.329*
(0)
.229
(0)
-.435
(0)
-.377
(0)
.500
(0)
.303
(0)
.288
(0)
.290
(0)
.308
(0)
.346
RC
reference category.
** significant categories at 0.05 probability level
* significant categories at 0.1 probability level
Table 7 shows the odd risk which measure the risk index associated with each category of explanatory
variable relative to level of performance. Considering the first explanatory variable in table 7 below, it is
observed that more male student are more likely to have a high performance relative to poor performance than
the female counterpart with a significant Odd ratio of 3.803. in order words, a male student is approximately
four times more likely to have a high performance than a female student. Considering the odd ratio for moderate
performance, a male student is less likely going to have a moderate performance relative to a poor performance
than a female student, that is a female student is more likely to have a moderate performance than a male student
though not significant. Students who came into the university with UME are less likely to have a high
performance relative to poor than those who came in through other means of admission with odd ratio of 0.493.
In order words, student who came in through other means are more likely to have a high performance than those
who came in through UME with odd ratio 2.028 at 0.1 probability level. They are more likely to have a
moderate performance than their counterpart, though not significant. Lastly, student who live on campus are
more likely to have a high performance than their counterpart who lived off campus with odd ratio of 2.114 at
0.1 probability level.
7. Academic Performance, Relationship With Gender And Mode Of Admission.
DOI: 10.9790/7388-05625966 www.iosrjournals.org 65 | Page
Table 7. Odds Ratio for the Various Categories of Variables Relative to the Reference Category for the
multinomial Logit Model
Explanatory Variables
Multinomial Logit Model
High performance versus
poor performance
Moderate performance versus
poor performance
Gender
Male
FemaleRC
Mode of Admission
UME
OTHERSRC
Parental Education Status
Educated
Not EducatedRC
Family Home Structure
Broken Home
Intact HomeRC
Campus Residential Status
On Campus
Off CampusRC
3.803**
(1)
0.493*
(1)
0.912
(1)
1.079
(1)
2.114*
(1)
0.720
(1)
1.257
(1)
0.647
(1)
0.686
(1)
1.648
(1)
RC
reference category.
** significant categories at 0.05 probability level.
* significant categories at 0.1 probability level.
IV. Conclusion
This study was conducted in Federal University of Technology Akure, Nigeria, the best University of
Technology in Nigeria (citation) to investigate the effect of the explanatory variables that affect student
academic performance. Multinomial logistic model was used to evaluate chances of level of academic
performance. The result of the study showed that chance of occurrence of a high performance is more for the
male students, students who came in through other modes of admission. The decision concerning the sixth
research question is to accept the alternate hypothesis which states that the likelihood that the occurrence of a
student having high performance or moderate performance of poor performance is significantly associated to
some of the variables which are gender and mode of admission. Despite the wide application and popularity of
logistic regression methodology to different fields of research study (Lilian et. al., 2008; Peng et. al., 2002; Peng
et. al., 2001; Maiti and Bhattacherjee 199), few studies has demonstrated in detail the preferred pattern in which
the methodology can be applied (Peng and Nichols 2003). Hence it is with great desire we hope that this paper
has demonstrated in detail that multinomial logistic method can be very effective in educational research.
V. Recommendations
The following recommendations are made, based on the findings of this study.
More attention and resource should be channel towards other forms of admission, which comprises of direct
entry, pre-degree science (PDS), University Advance Basic Studies (UABS) and Joint University Preliminary
Examination Board (JUPEB).
An upward review of the number of admission through other forms of admission should be considered,
as student coming in through this mode of admission perform better academically compared to the UME
counterparts, more attention in area of financing other forms of admission should be considered, in order to
retain the quality of service and result obtained.
Also programs that will motivate the female counterpart, to strive for a better academic performance should be
embarked on.
Limitations
The variables considered in this research are all self reported variables obtained through questionnaire,
as a result of this, the response/dependent variable (academic performance) may be bias or influenced by some
random factors (Spector, 1992; Coyne, 1994; Burke et. al., 1993). Though this biasness was reduced through the
use of a categorical academic performance variable (LoP), which conceals a student’s actual academic
performance by specifying an interval in which a student’s actual performance falls.
Also, the sample size considered is relatively small due to interest of participant in the study and other
logistics. A large sample can be used, in order to generalise the result obtain for a wider inference.
8. Academic Performance, Relationship With Gender And Mode Of Admission.
DOI: 10.9790/7388-05625966 www.iosrjournals.org 66 | Page
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