1) The study investigates the locus of control (belief in internal vs external control of reinforcement) of Nigerian junior secondary school science students and its relationship to academic performance.
2) 200 students completed a locus of control questionnaire, and results showed that 63% had an internal locus of control while 37% had an external locus.
3) Among students with an internal locus, girls comprised the majority at 57.1% compared to boys at 42.9%, indicating that girls were more internally oriented.
Impact of curiosity and external regulation on intrinsic motivationfaridnazman
1) The study examined factors affecting intrinsic motivation among university students in Hong Kong, specifically looking at the impact of curiosity and external regulation on intrinsic motivation.
2) A survey of 162 students at a local Hong Kong university in 2011 found that curiosity was positively related to higher intrinsic motivation, but external regulation was not found to be related to intrinsic motivation.
3) The study also found no significant gender differences in levels of intrinsic motivation among the students surveyed.
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.
Project on Achievement in Life Science: It’s Relationship with Aptitude in Li...inventionjournals
- The document discusses a study investigating the relationship between achievement in life science, aptitude in life science, and scientific attitude.
- Descriptive statistics showed males had higher average achievement scores in life science than females. Further analysis found this gender difference in achievement to be statistically significant.
- Correlation analysis revealed achievement in life science to be positively correlated with both aptitude in life science and scientific attitude. However, the exact coefficients are not provided in the summary.
An investigation of the scientific attitude among science students in senior ...Alexander Decker
This study investigated the scientific attitudes of 250 senior secondary school science students in Edo State, Nigeria. The study aimed to determine the level of scientific attitudes possessed by the students and whether attitudes differed by sex. Students completed the Inventory of Scientific Attitudes questionnaire to assess their curiosity, open-mindedness, objectivity, rational thinking, and aversion to superstition. Results showed the students had an average level of scientific attitudes. Additionally, scientific attitudes did not significantly differ between male and female students. The study recommended increasing experimentation and laboratory activities to improve students' scientific attitudes.
The Secondary School students in relation to Scientific Attitude and Achievem...iosrjce
One of the chief objectives of education is the development of desirable attitudes in the students. It is,
there fore, observable that the teachers must understand the various dimensions of an attitude. It is also to be kept in
view that we are required to develop several attitudes in the students like attitude towards studies, attitude towards
self, attitude towards colleagues, attitude towards certain ideals, etc. Attitude is purely a psychological concept.
From psychological point of view it is difficult to discriminate attitude from other psychological concepts like
interest, aptitude or appreciation. Still, it is defined as the readiness of mind to respond to an object, person or a
situation. It is something that is learned by an individual as he learns many other things in life. Attitude is an
orientation or disposition or a sort of readiness to react in a certain way. Which an individual carries with him in a
sort of latent form and it may become manifest in an individual’s behavior only when an occasion arises. When an
individual has to express his attitude he may react to them in a predetermined manner either favorably or
unfavorably or in different manner. Hence this study attempts to know the relationship of achievement in science
and scientific attitude among students and the found result from this study was that there is no significant
relationship in achievement in science and scientific attitude.
The peer-reviewed International Journal of Engineering Inventions (IJEI) is started with a mission to encourage contribution to research in Science and Technology. Encourage and motivate researchers in challenging areas of Sciences and Technology.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
The study investigated the effect of gender and location on students' achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. It analyzed data from 827 students in 8 secondary schools. The findings showed that male students achieved significantly higher scores than female students in both urban and rural schools. There was no significant difference in achievement between students in urban versus rural schools. However, within urban schools only, boys achieved significantly higher scores than girls. The study concluded that gender influences achievement more than location.
This document discusses research on the genetic and environmental influences on intelligence and academic achievement. It finds that:
1) Behavioral genetic studies show that intelligence and academic achievement are influenced by genetic, shared environmental, and nonshared environmental factors.
2) The importance of genetic influences tends to increase with age, accounting for around 50% of differences in intelligence and 30-60% of differences in academic achievement.
3) Shared environmental influences are more important for younger children but decrease with age, accounting for 0% of differences in intelligence and achievement by adulthood.
Impact of curiosity and external regulation on intrinsic motivationfaridnazman
1) The study examined factors affecting intrinsic motivation among university students in Hong Kong, specifically looking at the impact of curiosity and external regulation on intrinsic motivation.
2) A survey of 162 students at a local Hong Kong university in 2011 found that curiosity was positively related to higher intrinsic motivation, but external regulation was not found to be related to intrinsic motivation.
3) The study also found no significant gender differences in levels of intrinsic motivation among the students surveyed.
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.
Project on Achievement in Life Science: It’s Relationship with Aptitude in Li...inventionjournals
- The document discusses a study investigating the relationship between achievement in life science, aptitude in life science, and scientific attitude.
- Descriptive statistics showed males had higher average achievement scores in life science than females. Further analysis found this gender difference in achievement to be statistically significant.
- Correlation analysis revealed achievement in life science to be positively correlated with both aptitude in life science and scientific attitude. However, the exact coefficients are not provided in the summary.
An investigation of the scientific attitude among science students in senior ...Alexander Decker
This study investigated the scientific attitudes of 250 senior secondary school science students in Edo State, Nigeria. The study aimed to determine the level of scientific attitudes possessed by the students and whether attitudes differed by sex. Students completed the Inventory of Scientific Attitudes questionnaire to assess their curiosity, open-mindedness, objectivity, rational thinking, and aversion to superstition. Results showed the students had an average level of scientific attitudes. Additionally, scientific attitudes did not significantly differ between male and female students. The study recommended increasing experimentation and laboratory activities to improve students' scientific attitudes.
The Secondary School students in relation to Scientific Attitude and Achievem...iosrjce
One of the chief objectives of education is the development of desirable attitudes in the students. It is,
there fore, observable that the teachers must understand the various dimensions of an attitude. It is also to be kept in
view that we are required to develop several attitudes in the students like attitude towards studies, attitude towards
self, attitude towards colleagues, attitude towards certain ideals, etc. Attitude is purely a psychological concept.
From psychological point of view it is difficult to discriminate attitude from other psychological concepts like
interest, aptitude or appreciation. Still, it is defined as the readiness of mind to respond to an object, person or a
situation. It is something that is learned by an individual as he learns many other things in life. Attitude is an
orientation or disposition or a sort of readiness to react in a certain way. Which an individual carries with him in a
sort of latent form and it may become manifest in an individual’s behavior only when an occasion arises. When an
individual has to express his attitude he may react to them in a predetermined manner either favorably or
unfavorably or in different manner. Hence this study attempts to know the relationship of achievement in science
and scientific attitude among students and the found result from this study was that there is no significant
relationship in achievement in science and scientific attitude.
The peer-reviewed International Journal of Engineering Inventions (IJEI) is started with a mission to encourage contribution to research in Science and Technology. Encourage and motivate researchers in challenging areas of Sciences and Technology.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
The study investigated the effect of gender and location on students' achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. It analyzed data from 827 students in 8 secondary schools. The findings showed that male students achieved significantly higher scores than female students in both urban and rural schools. There was no significant difference in achievement between students in urban versus rural schools. However, within urban schools only, boys achieved significantly higher scores than girls. The study concluded that gender influences achievement more than location.
This document discusses research on the genetic and environmental influences on intelligence and academic achievement. It finds that:
1) Behavioral genetic studies show that intelligence and academic achievement are influenced by genetic, shared environmental, and nonshared environmental factors.
2) The importance of genetic influences tends to increase with age, accounting for around 50% of differences in intelligence and 30-60% of differences in academic achievement.
3) Shared environmental influences are more important for younger children but decrease with age, accounting for 0% of differences in intelligence and achievement by adulthood.
This document summarizes research on making authentic science accessible to students. It discusses:
1) The importance of using authentic activities that emulate scientists' practices to promote scientific inquiry in classrooms. However, authentic activities can be too complex for students without support.
2) Effective inquiry tasks were designed by transforming content, scientific thinking, and resources featured in scientists' authentic practices to make them accessible to students.
3) A study investigated how 6th grade students performed forecasting weather systems. Results showed that tasks closely mapping to students' understandings, rather than complex real-world patterns, helped students perform knowledge-rich inquiry.
A study on gender difference in attitude towards scienceIAEME Publication
This document summarizes a study on gender differences in attitudes towards science. The study administered a questionnaire to approximately 200 secondary school students in India to understand their perspectives on various science subjects. The results found significant differences between males and females in their enjoyment, interest and perceived difficulty of different science subjects like physics, chemistry, biology and mathematics. For example, more males enjoyed and wanted to learn physics while more females felt biology was more useful and interesting. The study suggests these attitudinal differences may influence the career paths chosen by males and females.
Characteristics of Secondary School Classrooms Associated with Understanding ...Sheila Raja
This summary provides an overview of a study that aimed to validate questionnaires assessing secondary school students' classroom learning environments, attitudes toward science, and understanding of the nature of science. It also sought to identify characteristics of the science classroom environment that enhance student outcomes. Specifically:
- The study validated modified versions of the WIHIC (learning environment), TOSRA (attitudes), and SAI-II/VOSE (nature of science) questionnaires by administering them to 246 secondary students and performing factor analysis on the results.
- Characteristics found to positively influence student attitudes and understanding of nature of science included involvement, investigation, and cooperation in the classroom according to the validated WIHIC scales.
- The
This document outlines the agenda for Shelley Blundell's dissertation defense at Kent State University on an investigation of the academic information search process experiences of remedial undergraduate students. The defense will include an overview of the rationale, importance, and methodology of the study, as well as a discussion of the findings, conclusions, implications, and recommendations. The study used a phenomenological approach to understand how remedial undergraduate students experience and describe their academic information search process both during and after completing a research assignment.
An Investigation into the Relationship between Scientific Attitudes of VIII C...iosrjce
This document investigates the relationship between scientific attitudes and achievement in science among 8th class Urdu medium minority students in India. It aims to study how personal and demographic factors influence scientific attitudes and science achievement. The study measures the scientific attitudes and science achievement of 441 students using validated scales. Statistical analysis is conducted to determine the impact of variables like gender, locality, family background, and school type. The findings could help identify factors affecting science education standards and suggest ways to improve achievement for all students.
This document provides background information on a research proposal examining teachers' and administrators' perspectives on student suspensions in Western Australian secondary schools. The research will involve case studies of three schools using qualitative methods like interviews and focus groups. The purpose is to understand the rationale for and impact of suspensions according to school staff and identify ways to improve disciplinary practices and student outcomes. The conceptual framework discusses interpretivism and relevant Western Australian policies on student behavior management and the historical and social context of increasing suspensions.
This study examined the relationship between academic performance, as measured by GPA, and lifestyle factors such as physical activity, sleep, work, and study habits in college students. A survey of 253 students found a significant positive relationship between GPA and hours worked per week. There were also strong trends toward higher GPAs being associated with more hours studied per week and greater use of the student recreation center. However, the study found no significant relationship between GPA and the amount of physical activity or exercise reported. The limitations included a small sample size and potential recall bias in self-reported surveys.
Developmental attitude towards science among girls of secondaryIAEME Publication
This document summarizes a research study that examined the developmental attitudes of female students towards science subjects from secondary school to college level. The study administered a questionnaire to over 250 female students to investigate whether their interest levels and attitudes changed as they continued their studies. Key findings included that enjoyment of science increased, especially in chemistry, difficulty levels reduced, and interest was higher in mathematics than physics or chemistry. The study also found that attitudes towards experiments and handling apparatus improved with higher education. Overall, the study aimed to identify instructional strategies for improving girls' attitudes towards science.
Outdoor learning usually refers to organized learning that takes place outside the confines of a classroom. This study aims to empirically examine the effects of teachers’ knowledge, attitude and skills on out-door instruction in Kenya. The study adapted a survey research design. A sample of 135 teachers was randomly obtained from a population of 318 teachers. The response rate was 77.59 per cent. Data was collected using both closed and open ended questionnaires. Data was analyzed by employing descriptive statistics, Pearson correlation and multiple regression analysis. The findings revealed that teachers’ Knowledge, Attitude and Skills (KAS) are positively associated with out-of-classroom instruction in Kenya. The generalizability of the findings is limited as the study focused only in Kenya. Based on the findings, the study recommends that schools should focus on encouraging development of knowledge, attitude and skills in teachers thus promoting the use of out-door instruction in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.
Adolescents coping understanding the role of gender and academic competenceAlexander Decker
This document summarizes a study that examined the effect of gender and academic competence on coping strategies in adolescents. The study used a 2x2 factorial design to compare 120 academically competent adolescents securing 80% or more marks to 120 academically less competent adolescents securing 50% or less marks. Both groups included 60 boys and 60 girls. Measures of coping strategies found that academically competent adolescents used more problem-focused coping strategies while less competent adolescents used more emotion-focused strategies. Additionally, boys generally used more problem-focused coping while girls used more emotion-focused coping. The study aimed to understand the roles of academic competence and gender in influencing the coping strategies used by adolescents.
Extra Curricular Activites and Self-efficacyQuimm Lee
This document discusses a study that examined the relationship between student participation in extracurricular activities and perceived academic self-efficacy. The study hypothesized that students who participated in extracurricular activities would have higher academic self-efficacy scores than those who did not participate. The results found that academic self-efficacy scores were significantly higher for the group of students who participated in extracurricular activities, supporting the hypothesis.
Students attitudes towards physics in primary and secondary schools of Dire D...Premier Publishers
The focus of this study was about higher secondary and primary school students’ attitude towards physics subject. The population of this study was some of the higher secondary and primary schools students of Dire Dawa administrative city (Ethiopia), however due to time constraints and convenience students from three government secondary schools, 2 Private secondary schools and l1 government and private schools were taken as convenience sample for this study. The study revealed that students were very much unsatisfied from the physics teacher methodology moreover students have considered physics as difficult subject and developed negative attitudes on the calculation part of the subject. The result also revealed that girls are more attracted on physics subject when they at primary than secondary schools, like grade 9 and 11.
This document summarizes a dissertation that investigated the relationships between religious fundamentalism, need for closure, and scientific reasoning in college students. The study surveyed 101 college students to measure their levels of religious fundamentalism, need for closure, and scientific reasoning ability. Pearson correlations revealed that religious fundamentalism and scientific reasoning were negatively correlated, while need for closure was not correlated with either variable. Regression analyses found that religious fundamentalism significantly predicted lower scientific reasoning scores, but need for closure did not mediate this relationship. The results provide further evidence that dogmatic religious beliefs like fundamentalism can inhibit the development of scientific reasoning abilities.
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.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
Relationship Between Metacognition, Attitude And Academic Achievement Of Seco...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.
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.
Investigating the ethics of sustainable development in restructuring the worl...Alexander Decker
This document discusses sustainable development and the need to restructure the global economic system. It begins with an introduction that sustainable development requires philosophical and ethical considerations. It then provides background on sustainable development, defining it as development that meets current needs without compromising future generations' ability to meet their needs. It argues that achieving meaningful, sustainable development requires restructuring the current global economic system so that individual nations and regions are not pursuing development unilaterally.
Investigating the qo s of voice over ip using wimax accessAlexander Decker
This document discusses investigating the quality of service (QoS) of Voice over IP (VoIP) using WiMAX access networks in a campus network. It aims to identify key network performance parameters for VoIP over WiMAX. The study uses simulation experiments in OPNET to analyze the effects of different voice encoder schemes on VoIP QoS over IEEE 802.16e WiMAX networks. Results show that the choice of voice encoder scheme and number of voice frames per packet can impact VoIP performance over WiMAX, with lower frame sizes and suitable codecs affecting jitter, delay, throughput and other QoS metrics.
Investigating the link between enterprise resource planning (erp) effectivene...Alexander Decker
This study investigates the relationship between enterprise resource planning (ERP) effectiveness and supply chain management. The study distributed questionnaires to 306 employees at electrical industrial companies in Jordan. 283 responses were received and analyzed statistically. The findings indicate a significant relationship between ERP effectiveness and supply chain management. Specifically, system quality, information quality, use of ERP systems, and organizational impact were found to have a significant relationship with supply chain management, while user satisfaction and individual impact did not. The study recommends further research in other countries and among managerial employees to validate these findings.
This document summarizes research on making authentic science accessible to students. It discusses:
1) The importance of using authentic activities that emulate scientists' practices to promote scientific inquiry in classrooms. However, authentic activities can be too complex for students without support.
2) Effective inquiry tasks were designed by transforming content, scientific thinking, and resources featured in scientists' authentic practices to make them accessible to students.
3) A study investigated how 6th grade students performed forecasting weather systems. Results showed that tasks closely mapping to students' understandings, rather than complex real-world patterns, helped students perform knowledge-rich inquiry.
A study on gender difference in attitude towards scienceIAEME Publication
This document summarizes a study on gender differences in attitudes towards science. The study administered a questionnaire to approximately 200 secondary school students in India to understand their perspectives on various science subjects. The results found significant differences between males and females in their enjoyment, interest and perceived difficulty of different science subjects like physics, chemistry, biology and mathematics. For example, more males enjoyed and wanted to learn physics while more females felt biology was more useful and interesting. The study suggests these attitudinal differences may influence the career paths chosen by males and females.
Characteristics of Secondary School Classrooms Associated with Understanding ...Sheila Raja
This summary provides an overview of a study that aimed to validate questionnaires assessing secondary school students' classroom learning environments, attitudes toward science, and understanding of the nature of science. It also sought to identify characteristics of the science classroom environment that enhance student outcomes. Specifically:
- The study validated modified versions of the WIHIC (learning environment), TOSRA (attitudes), and SAI-II/VOSE (nature of science) questionnaires by administering them to 246 secondary students and performing factor analysis on the results.
- Characteristics found to positively influence student attitudes and understanding of nature of science included involvement, investigation, and cooperation in the classroom according to the validated WIHIC scales.
- The
This document outlines the agenda for Shelley Blundell's dissertation defense at Kent State University on an investigation of the academic information search process experiences of remedial undergraduate students. The defense will include an overview of the rationale, importance, and methodology of the study, as well as a discussion of the findings, conclusions, implications, and recommendations. The study used a phenomenological approach to understand how remedial undergraduate students experience and describe their academic information search process both during and after completing a research assignment.
An Investigation into the Relationship between Scientific Attitudes of VIII C...iosrjce
This document investigates the relationship between scientific attitudes and achievement in science among 8th class Urdu medium minority students in India. It aims to study how personal and demographic factors influence scientific attitudes and science achievement. The study measures the scientific attitudes and science achievement of 441 students using validated scales. Statistical analysis is conducted to determine the impact of variables like gender, locality, family background, and school type. The findings could help identify factors affecting science education standards and suggest ways to improve achievement for all students.
This document provides background information on a research proposal examining teachers' and administrators' perspectives on student suspensions in Western Australian secondary schools. The research will involve case studies of three schools using qualitative methods like interviews and focus groups. The purpose is to understand the rationale for and impact of suspensions according to school staff and identify ways to improve disciplinary practices and student outcomes. The conceptual framework discusses interpretivism and relevant Western Australian policies on student behavior management and the historical and social context of increasing suspensions.
This study examined the relationship between academic performance, as measured by GPA, and lifestyle factors such as physical activity, sleep, work, and study habits in college students. A survey of 253 students found a significant positive relationship between GPA and hours worked per week. There were also strong trends toward higher GPAs being associated with more hours studied per week and greater use of the student recreation center. However, the study found no significant relationship between GPA and the amount of physical activity or exercise reported. The limitations included a small sample size and potential recall bias in self-reported surveys.
Developmental attitude towards science among girls of secondaryIAEME Publication
This document summarizes a research study that examined the developmental attitudes of female students towards science subjects from secondary school to college level. The study administered a questionnaire to over 250 female students to investigate whether their interest levels and attitudes changed as they continued their studies. Key findings included that enjoyment of science increased, especially in chemistry, difficulty levels reduced, and interest was higher in mathematics than physics or chemistry. The study also found that attitudes towards experiments and handling apparatus improved with higher education. Overall, the study aimed to identify instructional strategies for improving girls' attitudes towards science.
Outdoor learning usually refers to organized learning that takes place outside the confines of a classroom. This study aims to empirically examine the effects of teachers’ knowledge, attitude and skills on out-door instruction in Kenya. The study adapted a survey research design. A sample of 135 teachers was randomly obtained from a population of 318 teachers. The response rate was 77.59 per cent. Data was collected using both closed and open ended questionnaires. Data was analyzed by employing descriptive statistics, Pearson correlation and multiple regression analysis. The findings revealed that teachers’ Knowledge, Attitude and Skills (KAS) are positively associated with out-of-classroom instruction in Kenya. The generalizability of the findings is limited as the study focused only in Kenya. Based on the findings, the study recommends that schools should focus on encouraging development of knowledge, attitude and skills in teachers thus promoting the use of out-door instruction in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.
Adolescents coping understanding the role of gender and academic competenceAlexander Decker
This document summarizes a study that examined the effect of gender and academic competence on coping strategies in adolescents. The study used a 2x2 factorial design to compare 120 academically competent adolescents securing 80% or more marks to 120 academically less competent adolescents securing 50% or less marks. Both groups included 60 boys and 60 girls. Measures of coping strategies found that academically competent adolescents used more problem-focused coping strategies while less competent adolescents used more emotion-focused strategies. Additionally, boys generally used more problem-focused coping while girls used more emotion-focused coping. The study aimed to understand the roles of academic competence and gender in influencing the coping strategies used by adolescents.
Extra Curricular Activites and Self-efficacyQuimm Lee
This document discusses a study that examined the relationship between student participation in extracurricular activities and perceived academic self-efficacy. The study hypothesized that students who participated in extracurricular activities would have higher academic self-efficacy scores than those who did not participate. The results found that academic self-efficacy scores were significantly higher for the group of students who participated in extracurricular activities, supporting the hypothesis.
Students attitudes towards physics in primary and secondary schools of Dire D...Premier Publishers
The focus of this study was about higher secondary and primary school students’ attitude towards physics subject. The population of this study was some of the higher secondary and primary schools students of Dire Dawa administrative city (Ethiopia), however due to time constraints and convenience students from three government secondary schools, 2 Private secondary schools and l1 government and private schools were taken as convenience sample for this study. The study revealed that students were very much unsatisfied from the physics teacher methodology moreover students have considered physics as difficult subject and developed negative attitudes on the calculation part of the subject. The result also revealed that girls are more attracted on physics subject when they at primary than secondary schools, like grade 9 and 11.
This document summarizes a dissertation that investigated the relationships between religious fundamentalism, need for closure, and scientific reasoning in college students. The study surveyed 101 college students to measure their levels of religious fundamentalism, need for closure, and scientific reasoning ability. Pearson correlations revealed that religious fundamentalism and scientific reasoning were negatively correlated, while need for closure was not correlated with either variable. Regression analyses found that religious fundamentalism significantly predicted lower scientific reasoning scores, but need for closure did not mediate this relationship. The results provide further evidence that dogmatic religious beliefs like fundamentalism can inhibit the development of scientific reasoning abilities.
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.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
Relationship Between Metacognition, Attitude And Academic Achievement Of Seco...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.
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.
Investigating the ethics of sustainable development in restructuring the worl...Alexander Decker
This document discusses sustainable development and the need to restructure the global economic system. It begins with an introduction that sustainable development requires philosophical and ethical considerations. It then provides background on sustainable development, defining it as development that meets current needs without compromising future generations' ability to meet their needs. It argues that achieving meaningful, sustainable development requires restructuring the current global economic system so that individual nations and regions are not pursuing development unilaterally.
Investigating the qo s of voice over ip using wimax accessAlexander Decker
This document discusses investigating the quality of service (QoS) of Voice over IP (VoIP) using WiMAX access networks in a campus network. It aims to identify key network performance parameters for VoIP over WiMAX. The study uses simulation experiments in OPNET to analyze the effects of different voice encoder schemes on VoIP QoS over IEEE 802.16e WiMAX networks. Results show that the choice of voice encoder scheme and number of voice frames per packet can impact VoIP performance over WiMAX, with lower frame sizes and suitable codecs affecting jitter, delay, throughput and other QoS metrics.
Investigating the link between enterprise resource planning (erp) effectivene...Alexander Decker
This study investigates the relationship between enterprise resource planning (ERP) effectiveness and supply chain management. The study distributed questionnaires to 306 employees at electrical industrial companies in Jordan. 283 responses were received and analyzed statistically. The findings indicate a significant relationship between ERP effectiveness and supply chain management. Specifically, system quality, information quality, use of ERP systems, and organizational impact were found to have a significant relationship with supply chain management, while user satisfaction and individual impact did not. The study recommends further research in other countries and among managerial employees to validate these findings.
A unique common fixed point theorems in generalized dAlexander Decker
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Internal versus external control of reinforcement; where do nigeria science students belong
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.9, 2013
65
Internal versus External control of reinforcement; where do
Nigeria Science students belong?
Dr. Oludipe, B. D. Curriculum Studies and Instructional Technology Dept., Faculty of Education,
Olabisi Onabanjo University, Ago-Iwoye, Ogun State. Nigeria.
E-mail of corresponding author: bimbolaoludipe@yahoo.com
Abstract
This study investigates science students’ locus of control orientation in view of the need to redress the present
status-quo of abysmal performance in science in the light of substantive claims that students’ locus of control
orientation is a germane factor contributing to underachievement in science. The study is a descriptive survey
type of research. Two research questions were posed. The sample was made of two hundred (200) Junior
Secondary School III students (100 Boys and 100 girls, with mean age of 14.2years) in Akwa South Local
Government area of Anambra state, Nigeria. Data was collected by means of a Locus Of Control Scale (LOCS, α
= 0.84) containing 14 items to which respondents were to indicate their degree of Agreement or otherwise on a 4
– point scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). Findings revealed
that of the 200 respondents, 126 (63%) have internal locus of control while the remaining 74 (37%) are external.
Also, of the 126 Internal Locus of control respondents, 42.9% are boys while the remaining 57.1% are girls. This
shows that girls are more internally oriented than boys. It was recommended among others that Science teachers
and parents should endeavour to re-orientate students especially boys to believe that they can control the events
that affect them, more so since such events result primarily from their own behavior and actions.
Keywords: Internal, External, Control, Reinforcement, Science, Students
Introduction
Science is an activity-based subject that acquires knowledge about the world through a systematic means of
experimentation, observation, measurement, hypothesis formulation, predictions, data collection, interpretation
of data, drawing valid inferences and conclusion, generalizing and so on. Science education equips students to
live in a world that is increasingly scientifically and technologically oriented. Science education plays a key role
in promoting a sensitivity to, and a personal sense of responsibility for local and wider environments. It helps to
develop an appreciation of the interdependence of all living things and the Earth on which they live. It
encourages the adoption of responsible attitudes and patterns of behaviour towards the environment and so
fosters the notion of the populace as custodians of the Earth for future generations. The application of scientific
ideas, facts, principles, laws and theories have brought about immense benefits to mankind through the invention
of various devices that have made life more comfortable for mankind in the areas of agriculture, medicine,
transportation, communication, industry and aviation. Nations of the world are so rated based on their
advancement in Science and technology. Developing nations of the world of which Nigeria is part, are aspiring
to become like the developed ones in this respect. However, reports have shown that science students are
underachieving in this subject in public examinations. Infact, WAEC chief examiner in 2012 lamented among
other things, the dearth of qualified mathematics and science related teachers as well as inadequate facilities in
public and private schools. Many other researchers have identified various factors responsible for students’
underachievement in Science. Ajileye (2006) reported that insufficient resources for the teaching and learning of
science is a major cause of students’ underachievement. These insufficient resources include laboratories,
science equipment, and specimens to be used as teaching aids. In same vein, Ojo (2001) found that lack of
qualified teachers, lack of facilities and poor teaching methods are factors affecting students’ performance in
science. Also, Olonade (2000) found that school location and school size influences students’ performance in
sciences. Furthermore, studies have indicated that student factors such as their attitudes, self-image, study habit,
gender, home environmental factors, academic self concept, locus of control, and motivation influence their
science achievement. In an earlier study, Cohen, (1982) established a positive relationship between locus of
control and students’ development of spatial conceptual abilities. Awofala, Awofala, Fatade & Nneji, (2012)
reported a significant effect of locus of control on students’ achievement in mathematics, physics, chemistry and
Biology.
Locus of Control is an individual’s belief system regarding the cases of her experiences and factors to which that
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person attributes success or failure. It is a multi-dimensional construct that is aimed at capturing the causality of
behavior. The construct of Internal versus External control of reinforcement is a part of Rotter’s (1966) social
learning theory and it refers to the extent to which individuals believe that they can control events that affect
them. According to Bothma and Schepers (1997), locus of control refers specifically to beliefs about the source
of control over reinforcement. Rotter’s (1966) argues that people could be placed along a continuum in respect
of the extent to which they typically see what happens to them as dependent on their own control or the control
of the external forces. At the one end of the continuum are the internals, who generally maintain that the
outcomes in their lives depend largely on their own actions and choices. They believe that outcomes are a
consequence of own striving, ability, personal effort, and initiative. They feel responsible for the consequences
of their actions. At the other end are externals, who believe that there is little one can do to influence outcomes
but that outcomes are due to chance, fate, luck, social structures or powerful other people. They act as though
forces beyond their control are important factors in determining the occurrence of reinforcing events (Stone &
Jackson, 1995). Internals and externals differ in relation to their cognitive activity and environmental mastery.
Internals seem to exert more control over their lives because they are more perceptive of their situations. They
will more readily acquire and utilize information that is relevant to their goal situation even when it is seemingly
irrelevant (Dollinger, 2000). Furthermore, Leone and Burns, (2000), are of the view that internals are more
inclined than externals to perceive their behavior as instrumental in obtaining desired outcomes and avoiding
undesirable outcomes. Dollinger, (2000) reported that internals surpass externals on incidentally acquired and
seemingly trivial knowledge which nevertheless has relevance for learners’ academic success. Also, Lan and
Shaffer (2009) concluded that individuals with high internal control were more successful in their careers than
those who scored high in external control. Awofala, Awofala, Fatade & Nneji, (2012) stated that internal locus of
control is an essential factor for students to have a thorough understanding of science and mathematics.
According to them, internals are more likely to develop an intrinsic orientation in which participation in the
science and mathematics tasks presents or because participation brings feelings of competence, mastery, control
and self determination. In summary, individuals with an internal locus of control are reported to:
*engage in activities that will improve their situation;
*emphasize striving for achievement;
*work hard to develop their knowledge, skills and abilities;
*are inquisitive, and
*try to figure out why things turned out the way they did;
*take note of information that they can use to create positive outcomes in the future;
*have a more participative management style;
*manage the drawbacks of a strong Internal Locus of Control and,
*are generally more successful.
Corroborating these views, Rotter, (1966) was of the opinion that internals tend to exhibit greater efforts and
interest in achievement related activities than do externals. Downes, (2008) reported that students with an
internal locus of control performed significantly better than those with an external locus of control. Similarly,
Grimes, Millea, & Woodruff, (2004) in their study examined the connection between locus of control and
student evaluations of teaching The study found that students with an internal locus of control were more likely
to complete above-average teacher evaluations, while students with an external locus of control would more
likely give teachers average or below-average evaluations.
Going by these submissions, it is imperative to find out the locus of control orientation of science students in
Nigeria with a view to improving students’ achievement in science. This is the main thrust of this study.
Statement of problem
This study investigates science students’ locus of control orientation in view of the need to redress the present
status-quo of abysmal performance in science in the light of substantive claims that students’ locus of control
orientation is a germane factor contributing to underachievement in science.
Research Questions
1. What is the locus of control orientation of the students in this study?
2. Are boys more internally oriented than girls?
Limitations of the study
This study is limited to junior secondary school III (JSS 3) science students in Awka South Local government
area of Anambra state, Nigeria. The questionnaire is a self report of the students about their Locus of Control.
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The sample consisted of 200 Junior secondary school III students.
Methods
Research design
This study is a descriptive survey type of research. The variables under consideration have already occurred and
are therefore not manipulated in any way.
Target Population
All public Junior secondary school III students in Awka South Local government area of Anambra state, Nigeria
constitute the target population for this study.
Sample and Sampling Procedure
Of the 23 co-educational secondary schools in Awka South Local government area of Anambra state, 10 were
randomly selected. Thereafter, simple random sampling was used to select two hundred (200) Junior Secondary
School III students (100 Boys and 100 girls, with mean age of 14.2years).
Instruments
The Locus Of Control Scale (LOCS) was the only instrument used for data collection in this study. It was made
of 14 items on a 4 – point scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) to
which respondents were to indicate their degree of Agreement or otherwise to the 14-items on the scale. It was
originally developed by Rotter, (1966) but adapted to fit Nigeria setting by Onabanjo, (2000) and further adapted
for use by this researcher. The instrument was trial-tested on a pilot sample size of 30 Junior senior secondary
school II students also in Awka North Local government area of Anambra state. It yielded an internal
consistency reliability (α) of 0.84.
Data Collection
The LOCS was administered on the students by the respective Science teachers in the sampled schools after the
permission of the school principals in the ten selected schools were sought. The instrument was administered
within a week in all the schools. Students’ responses were coded and scored thereafter.
Data Analysis Procedure
The data were analyzed using both descriptive statistics. The students’ Locus of control was analyzed using
descriptive statistics tools of percentage, mean and Standard deviation.
Results
From the analysis on Table 1, 48.0% of respondents agreed that they can anticipate difficulty and take action to
avoid them; 54.0% agree that when they make plans, they are almost certain they can make them work; 53.0%
believe a person can really be master of his life; 54.5% are confident of being able to deal successfully with
future; 62.5% believe their performance in school is as a result of their efforts; 54.5% believe in their efforts at
making positive contribution in any situation around them; 51.0% believe they can handle situations no matter
how difficult it may be; 58.0% believe that they have control over reinforcing events in their lives; 54.5% prefer
learning environments that maximize the degree of control over their learning; 50.5% believe that how hard they
study will determine the grades they will get; 51.0% believe they are good at making things work well; 60.0%
believe no matter the challenges they face, they will never fail an examination; 70.0% believe that with enough
effort, failure in schools can be wiped off and 72.5% believe that becoming successful is a matter of hard work.
Research Question 1: What is the Locus Of Control (LOC) orientation of the students in this study?
From the Locus of control scale scores, the average mean was found to be 2.67 and this is a pointer to the fact
that many of the respondents agreed with those items in the Locus of control scale in this study. Invariably, this
shows that the respondents are mostly internal in their locus of control orientation. To corroborate this finding,
126 (63.0%) of the 200 respondents were found to be internal while the remaining 74 (37.0%) are external.
Research Question 2: Are boys more internally oriented than girls?
From Table 2, of the 126 Internal Locus of control respondents, analysis on Table 2 reveals that 42.9% of them
are boys while the remaining 57.1% are girls.
Discussion of findings
The first finding which revealed that 63% of the respondents are internal with respect to their locus of control
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clear shows that majority of them believe that they can take control of their lives and that their actions and
behavior are instrumental to achieving desired outcome and avoiding undesirable outcomes. This agrees with the
findings of Kirkpatrick, Stant, & Downes (2008); Leorne & Burns (2000); Lawal, (2012). Science is a practical
and activity-based subject that acquires information through hands-on and brains-on experiences, Doing science
demands the conscious use and coordination of the five senses of perception, hearing, touching, tasting and
smelling. An internally-oriented student will put in conscious effort at learning science since she knows her
efforts determine her outcome. They are also more likely to assume that their efforts will be successful and are
more active in seeking information and knowledge concerning their situation (Rotter, 1966). First-hand
information in Science comes through hands-on experiences which students acquire by direct contact with real
objects, people, places and situations. Learning it effectively demands deliberate effort on the part of science
students to acquire first-hand experiences through exploratory, inquiry, demonstrations, discussions, group
learning, direct instruction, guided discovery and problem-solving activities. These activities are all child-
centered and they have been advocated (Oludipe, 2008) as the best way to make students learn science
maximally. For an internally oriented science student, concerted efforts are geared at reading about science and
doing it through the use of scientific processes of experimentation, measurement, observation, formulating and
testing hypotheses, drawing inference and valid conclusion. Internals are more likely to work for achievements
in science, delay gratification and plan for long-term goals. They are also likely to indicate a greater preference
for challenge and problem-solving. They are motivated internally and exhibit such behaviours as persistence,
hard work, doggedness, inquisitiveness and intelligence. They may tend to reason critically in order to solve
problems and refuse to give up on issues so easily. Externals on the other hand belief fate and significant others
determine their outcomes and so, they are likely to put in little or no effort at achieving in science and this
attitude must be discouraged so as to witness a turn-around in students’ performance in Science. Students with
an internal locus of control will demonstrate willingness at carrying out investigations about science facts and
ideas and are likely to be motivated to make predictions and test them through experimentations. Externals lack
the will to try and are reluctant to carry out experiments talk less of making predictions. They are likely to feel
‘what is the point in trying when efforts don’t count?’
The second finding that females are more internally oriented than males contradicts the finding of Slagsvold &
Sorenson, (2008) who assert that women are less likely to posses an internal locus of control than men.
Supporting the view of Slagsvold & Sorenson, (2008), Mamlin, & Harris, (2001) reported that males tend to
have more of an internal locus of control orientation than females. This could be so probably because of the
masculine nature of men, they are expected to make great decisions, take bold actions and be proactive. Women
on the other hand are believed to be external because they are defined by the society in which they live,
beginning with their family and parents. They are believed to look outside themselves for the definition/control
of their lives since they believe many things are out of their hands and in the control of other people, events, or
other things. However, they are of the view that as people get older, they tend to believe more in internal locus of
control and that people higher up in organizations tend to have more of an internal locus of control orientation.
With civilization and advocacy for gender parity in all spheres of life, many women are taking up carriers in
male-dominated fields and many are becoming entrepreneurs, the onus lie on them to make decisions, use their
initiatives and demonstrate good leadership prowess. This therefore helps many women to believe in themselves
and their ability to succeed. Invariably, they are more internally oriented in their locus of control. Also, many
parents particularly in developed and some developing nations of the world are empowering their wards
particularly the female-child and providing the right orientation for them to be able to compete favourably with
the male-child in the society. It is commonly said that ‘what a man can do, a woman can do better’. With this
type of orientation given to female children from cradle, many more are taking up the challenges of studying
science and science-related courses in order to make up for the human capacity needed in the area of science and
technology.
Conclusion
This study investigates science students’ locus of control orientation in view of the need to redress the present
status-quo of abysmal performance in science in the light of substantive claims that students’ locus of control
orientation is a germane factor contributing to underachievement in science. Findings revealed that of the 200
respondents, 126 (63%) have internal locus of control while the remaining 74 (37%) are external. Also, of the
126 Internal Locus of control respondents, 42.9% are boys while the remaining 57.1% are girls. This shows that
girls are more internally oriented than boys.
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Recommendations
Students with internal locus of control are more likely to process information with profound or tactical learning
strategies and are likely to achieve more in science than those with external locus of control. Therefore,
interventions should be put in place to help foster science students’ internal locus of control. It is important for
parents and teachers to re-orient students especially boys so that they can become more internally oriented as
regards their locus of control. They should be able to identify effort and ability as causes of their success so they
can obtain high scores in science instead of abrogating their performance to fate, bad luck and other external
forces beyond their control.
Scholars have given the hope that it is possible to change an individual’s perception of control. Therefore, school
managers should endeavour to investigate individual student’s locus of control at the point of entry and seek the
assistance of school counselors to counsel those externally oriented.
References
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State Secondary Schools. Ife psychologia 6(5)
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senior secondary school mathematics and sciences: What is the role of Test
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130
Bothma, A.C. & Schepers, J.M. (1997). The role of locus of control and achievement motivation in the work
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Cohen, H.G. (1982). Relationship between locus of control and development of spatial conceptual abilities.
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Table 1: Descriptive statistics showing responses of Respondents on the Locus Of Control Scale
S/N Item SA A D SD x SD
1 I can anticipate difficulty and take
action to avoid them
48(24.0%) 48(24.0%) 64(32.0%) 40(20.0%) 2.52 1.07
2 When l make plans, l am almost
certain l can make them work
52(26.0%) 56(28.0%) 68(34.0%) 24(12.0%) 2.68 0.99
3 I believe a person can really be master
of his life
60(30.0%) 47(23.5%) 66(33.0%) 27(13.5%) 2.70 1.04
4 I am confident of being able to deal
successfully with future
50(25.0%) 59(29.5%) 65(32.5%) 26(13.0%) 2.67 0.99
5 My performance in school is as a
result of my efforts
56(28.0%) 69(34.5%) 47(23.5%) 28(14.0%) 2.77 1.01
6 I believe in my efforts at making
positive contribution in any situation
around me
62(31.0%) 47(23.5%) 46(23.0%) 45(22.5%) 2.75 0.99
7 I can handle situation no matter how
difficult it may be
49(24.5%) 53(26.5%) 64(32.0%) 34(17.0%) 2.63 1.14
8 I believe that l have control over
reinforcing events in my life
46(23.0%) 70(35.0%) 65(32.5%) 19(19.5%) 2.59 1.03
9 I prefer learning environments that
maximize the degree of control over
my learning
43(21.5%) 66(33.0%) 61(30.5%) 30(15.0%) 2.72 0.93
10 How hard l study will determine the
grades I will get
41(20.5%) 60(30.0%) 62(31.0%) 37(18.5%) 2.61 0.99
11 I am good at making things work well 45(22.5%) 57(28.5%) 59(29.5%) 39(19.5%) 2.52 1.02
12
No matter the challenges l face, l will
never fail an examination
61(30.5%) 59(29.5%) 49(24.5%) 31(15.5%) 2.54 1.05
13 With enough effort, failure in schools
can be wiped off
65(32.5%) 75(37.5%) 42(21.0%) 18(9.0%) 2.75 1.06
14 I believe that becoming successful is a
matter of hard work
73(36.5%) 72(36.0%) 35(17.5%) 20(10.0%) 2.93 0.95
Table 2: Descriptive statistics showing distribution of internal LOC respondents by gender
N X SD
Internal Boys 54(42.9%) 2.55 1.04
Girls 72(57.1%) 2.63 1.14