The Relationship Among Student-Teacher Interaction and Academic Performance of Students in Congolese Higher Education: The Moderating Role of Marital Status (Published)
The purpose of this research was to develop and validate the moderating effect of marital status on the relationship between student-teacher interaction and academic performance of students at Congolese university using two main studies. The first study was designed to develop the instruments for measuring student-teacher interaction’ and their academic performance at the university and to explore the moderating effect of marital status on the relationship between student-teacher interaction and the academic performance of students. For this study, a mixed research method was used. Samples were drawn from one higher education institutions (the University of Kinshasa), using simple random sampling and stratified random sampling techniques based on students’ status and sex as strata. For this study, both qualitative and quantitative data were collected. Data for qualitative analysis were gathered from married and unmarried students using interviews and focus group discussion, whereas data for quantitative analysis were gathered from married and unmarried students using questionnaire. The analyses were made using mainly multiple regressions, the statistical testing of the generated hypothesis via t-test statistics and Pearson product moment correlation, multivariate analysis of variance (MANOVA), and simple slope analyses. Furthermore, the demographic variable of participants (sex of students, student status, study level, socio-economic status of the family and major) was another target of the study. 362 students (include married’ and unmarried’ students) from the university of Kinshasa, took part in the study. The study was guided by the Bandura’s social cognitive theory, that determines human behavior and describe the learning theory that analyzes and explains how feelings, thoughts, actions of others, and social experiences actively shape learning processes. The final results revealed that there is a significant correlation between student-teacher interaction and academic performance. In addition, marital status moderated the relationship between student-teacher interaction and academic performance when students are unmarried.The second study was designed to examining the difference of academic performance between married and unmarried students. Qualitative data were collected from 362 students (include married’ and unmarried’ students) using interview questionnaire. Data were analysed using constant comparative approach (the reported stories that emanated from the conversations with the research participants); the deduced meanings from the interview protocol. The study results indicated that the unmarried students’ academic performance was high than their married students’ counterpart and in significant way; and the marital status was negatively associated with academic performance of students at the university in DRC. Finally, based on the findings, some practical and theoretical implications and future research directions were forwarded.
Keywords: : Academic Performance, Democratic Republic of Congo, Marital Status, Students, student-teacher interaction
Causes of Poor Academic Performance in Chemistry at Primary School Students in Chiro Town, Ethiopia (Published)
The purpose of the study is to assess the Causes of poor academic performance in chemistry at primary school students in Chiro Town, Ethiopia. The study was carried out on 169 students’ selected stratified random sampling technique accordingly high achieve, medium achieve and lower achieve classification of students in classes with almost equal proportion of male and female from both grade seven and eight, 2 experienced teachers, 2 school principals, 4 school vice principal and 10 Parent Teacher Association members by using available sampling. Data collected from the field were coded and entered in to the computer for analysis using SPSS version-20 for windows. Reliability of the instrument was computed by using reliability statistics. A Cronbach’s alpha of 0.79 was considered high enough to judge the instruments as reliable for the study. The study revealed that even if there is much emphasis on improving students’ academic performance, still no considerable progress has been observed in the study area. The finding of this study highlighted that the lack of chemistry laboratories and the school facilities, teacher experience, lack of teachers that used local variable materials for teaching students, students’ attitude towards chemistry and parent involvement were found to be a contributing factor for these patterns as well as low achievement levels in primary schools in the study area. Therefore, it was suggested that teacher, Parent should be more practical in this area of improvement.
Keywords: : Academic Performance, School Facilities, parent and teacher related factor
Moderating Role of Self-Esteem in Relation Between Aggression and Academic Performance in Adolescents (Published)
Introduction: The study aims to find out the moderation role of self-esteem in relation between aggression and academic performance based on studies which confirms negative relation on aggression and academic performance. It also aims to understand the relationship between aggression and self-esteem of adolescents. A Quantitative research technique is used for the purpose of this correlational study conducted among 204 adolescents in India, between the age of 15years and 18 years old. Rosenberg Self-Esteem Scale and Aggression Questionnaire by Buss & Perry is used. Academic performance was assessed using GPA, considering the centralized evaluation under respective educational boards in India.The results of descriptive analysis for the study variables indicates that there is a strong negative correlation in the relationship between aggression and self-esteem along with showing no significant correlation between the academic performance and aggression. Linear regression was used after centralising the variable to prepare moderation model to identify the moderating effect of self-esteem and a significant value was not found to predict the moderation. Conclusion: The current study shows that additional factors need to be considered to enhance self-esteem of the students rather than assessing them on the basis of their academic performance.
Keywords: : Academic Performance, Adolescents, Aggression, self-esteem
Home-Based Factors, Institutional Environment and Teacher Characteristics as Determinants of Students’ Academic Performance in Ogun State Senior Secondary Schools, Nigeria (Published)
The issue of students’ academic performance has become a matter of general interest to the nation’s governments, educationists, parents, and students because of the growing rate of academic failure especially at the secondary school level. Hence, this work investigated home-based factors, institutional environment and teacher characteristics as determinants of students’ academic performance in Ogun State senior secondary schools.The study adopted descriptive survey research design. The sample consisted of 1700 respondents made up of 1400 students and 300 teachers selected through stratified random sampling technique from public secondary schools in Ogun State, Nigeria. Three research instruments were used for data collection. They are, ‘Students Home Factors Questionnaire (SHFQ) (r = .76), Institutional Environment Questionnaire (IEQ) (r = .82), and Records of Students Academic Performance (RESAP). Data were analysed using Multiple Regression Analysis. Two null hypotheses were formulated and tested at 0.05 alpha level.Findings revealed that home based factors, institutional environment and teachers’ characteristics made significant joint contribution to the prediction of students’ academic performance (F = 25.487; p < .05). Moreover, these variables made significant independent contributions to the prediction of students’ academic performance. Out of the three predictors, the most potent factor was teachers’ characteristics (β= 6.131, t = 4.181, p < .05); followed by home based factors (β= 4.254; t= 3.154, p < .05) while institutional environment (β= 2.734, t= 2.691; p < .05) was the least potent predictor of students’ academic performance.It was recommended that parents should be encouraged to make their homes to be learners’ friendly. This can be done by creating awareness on the influential role of home factors on students’ academic performance. This should be done during PTA meetings, school visiting days and through the mass media. That governments, school proprietors and school administrators should endeavour to make the school environment to be conducive for learning through proper location of schools, provision of teaching – learning facilities and making the school environment to be learners’ friendly. Also, teachers’ quality should be continually improved through self-development efforts, periodic seminars, and workshops, and on-the-job training to keep teachers abreast of the developments in their field. Finally, schools should provide effective counselling services and administrative supports to facilitate teaching and learning in order to improve students’ academic performance.
Citation: Sotannde Rabiu Adewale (2022) Home-Based Factors, Institutional Environment and Teacher Characteristics as Determinants of Students’ Academic Performance in Ogun State Senior Secondary Schools, Nigeria, European Journal of Educational and Development Psychology, Vol.10, No.2, pp.20-27
Keywords: : Academic Performance, home based, institutional environment, location and gender, teachers’ characteristics
Comparative Analysis and Gender Effects of Students Academic Performance in Senior Secondary School Certificate Examination (SSCE) In Physics between Year 2013 And 2017 In Ekiti State, Nigeria. (Published)
The study examines the comparative analysis and gender effects of students academic performance in Physics of male and female students for five years of S.S.C.E result across all the local government area of Ekiti State, Nigeria. 27,376 students comprising of male= 12,927, female= 14,449 were sampled for the study. The researcher designed three research questions from the analysis of the data collected from the Ekiti State Ministry of Education, Science and Technology, Planning, Research and Statistics Department, Ado-Ekiti and it were answered descriptively. The percentage, t-test and chi-square were used to analyze the data collected and two hypotheses were generated and was tested at 0.05 level of significance. The project concluded that Students’ performance in Physics in secondary school is no gender bias. However, male students are better in performance than female students. It was recommended amongst others that Government, school management and individual should also encourage female students who performed well in Physics by given them scholarship or bursary award as it is being done in some secondary schools like Principals’ award, Teachers’ award or any other special awards.
Keywords: : Academic Performance, gender effects and secondary schools, physics
Impact of Classroom Environment on Students` Performance in English Language (Published)
The objectives of the study are to examine impact of classroom environment on the academic performance of students in English language as well as their performance difference by gender. Survey and Correlation research designs were employed. The population of the study involved 183 teachers and 2003 SS III students in the selected schools. 401 students representing 20% and 183 teachers were randomly selected. Self-developed questionnaire and profoma were used for collection of data for this study. The data collected were analysed using descriptive statistics of Mean and Standard Deviation and Multiple Regression Analysis. The findings of the study revealed that classroom environment has strong impact on the academic performance of students in English language. On the gender basis, there was no significant difference in the performance of students. Therefore, it was recommended that school management should provide all necessary facilities in the classroom in order to create enabling environment for students overall development.
Keywords: : Academic Performance, Classroom Environment, English Language, Students
Managing Study Habits and its Impact on Secondary School Students Academic Performance in Nigeria (Published)
How a student takes his or her studies, greatly determines his/her level of academic achievements. The level of preparation and learning strategies developed and employed consciously by students, go a long way to influence their level of academic performance
Keywords: : Academic Performance, Nigeria, secondary school students, study habits
INFLUENCE OF BROKEN HOMES ON ACADEMIC PERFORMANCE AND PERSONALITY DEVELOPMENT OF THE ADOLESCENTS IN LAGOS STATE METROPOLIS (Published)
This study investigated the influence of broken homes on academic performance and personality development of the adolescents in lagos state metropolis with particular focus on the Kosofe Local Government Area of Lagos State. In carrying out the study, three null hypotheses were tested. The sample for the study consisted of two hundred (200) adolescents randomly selected from four public senior secondary schools in Kosofe Local Government Area of Lagos State. The instrument used for data collection was a self – developed questionnaire. The data collected were analyzed using both independent t-test and Pearson Product Moment Correlation statistical methods. The results were held significant at 0.05 alpha level. The results revealed that:
i. There is a significant difference between single- parenting and academic performance of the adolescents.
ii. There is a significant difference between parental socio- economic status and academic performance.
iii. There is significant relationship between adolescents from broken homes and academic performance.
Keywords: : Academic Performance, Adolescents, Broken Homes, Personality Development
Influence of Broken Homes on Academic Performance and Personality Development of the Adolescents in Lagos State Metropolis (Review Completed - Accepted)
This study investigated the influence of broken homes on academic performance and personality development of the adolescents in lagos state metropolis with particular focus on the Kosofe Local Government Area of Lagos State. In carrying out the study, three null hypotheses were tested. The sample for the study consisted of two hundred (200) adolescents randomly selected from four public senior secondary schools in Kosofe Local Government Area of Lagos State. The instrument used for data collection was a self – developed questionnaire. The data collected were analyzed using both independent t-test and Pearson Product Moment Correlation statistical methods. The results were held significant at 0.05 alpha level. The results revealed that:
I There is a significant difference between single- parenting and academic performance of the adolescents.
Ii There is a significant difference between parental socio- economic status and academic performance.
Iii There is significant relationship between adolescents from broken homes and academic performance.
Keywords: : Academic Performance, Adolescents, Broken Homes, Personality Development