Assessing the Influence of Gender on Self-Regulated Learning and Academic Engagement Among Senior High School Students in Ghana (Published)
The purpose of this quantitative descriptive survey was to examine the influence of gender on self-regulated learning (SRL) on students’ academic engagement (SAE) in Ghana. Stratified and systematic sampling techniques were employed to select a sample of 315 senior high school students in the Berekum Municipal in the Bono Region of Ghana for the study. The study adapted questionnaires on self-regulated learning (Chen & Lin, 2018; α=.91), and students’ engagement (Maroco et al, 2016; α=.81) to collect data from the students. Data was analyzed descriptively (frequencies, means, and standard deviations) and inferentially (regression, MANOVA, and Hayes Process). The study revealed that students were moderately self-regulated and moderately academically engaged. Again, Male students were found to have more self-regulated learning capacities than their female counterparts but both sexes could similarly engage in their academic pursuits. It was recommended that management in the Berekum Municipality should organize educative and job oriented – academic and career guidance workshops, seminars, and programmes to help develop higher levels of academic engagement in students. Also, School authorities should intermittently organize educative programmes that will tackle the academic, social life, financial and the psychological state of the female students.
Citation: Eric Appiah-Kubi, Mark Owusu Amponsah, Samuel Nti-Adarkwah and Asoma Collins (2022) On Self-Regulated Learning and Academic Engagement Among Senior High School Students in Ghana, European Journal of Educational and Development Psychology, Vol.10, No.2, pp.28-41
Keywords: Gender, Ghana, Self-Regulated Learning, Senior High School, academic engagement
Academic Motivation and Performance of Junior High School Students in Ghana (Published)
The study examined academic motivation and academic performance of Junior High School (JHS) students in Ghana. Differences between the academic motivation of male and female students as well as between students from urban and rural schools were examined. Participants were 756 male and 714 female JHS 2 students randomly selected from 24 Junior High Schools through stratified random sampling using gender and location as criteria for stratification. Two research instruments, the Academic Motivation Scale (AMS) with a Cronbach Alpha Reliability Coefficient of 0.75 and Achievement Tests in Mathematics, English Language, Social Studies and Integrated Science were used to collect data. Pearson Product Moment Correlation Coefficient and t-tests were used in analyzing the data. The results showed a positive relationship between academic motivation and academic performance of JHS students. While the results showed a statistically significant difference between the academic motivation of students in schools in urban and rural areas, there was difference between the academic motivation of male and female students. It was recommended that teachers, parents and all those concerned with the education of children should put in place psychological processes that are intended to boost the ego of students thereby making them have an inner feeling of satisfaction when they accomplish academic tasks.
Keywords: Academic Motivation, Ghana, Junior High School Students, Performance
Academic Motivation and Performance of Junior High School Students in Ghana (Published)
The study examined academic motivation and academic performance of Junior High School (JHS) students in Ghana. Differences between the academic motivation of male and female students as well as between students from urban and rural schools were examined. Participants were 756 male and 714 female JHS 2 students randomly selected from 24 Junior High Schools through stratified random sampling using gender and location as criteria for stratification. Two research instruments, the Academic Motivation Scale (AMS) with a Cronbach Alpha Reliability Coefficient of 0.75 and Achievement Tests in Mathematics, English Language, Social Studies and Integrated Science were used to collect data. Pearson Product Moment Correlation Coefficient and t-tests were used in analyzing the data. The results showed a positive relationship between academic motivation and academic performance of JHS students. While the results showed a statistically significant difference between the academic motivation of students in schools in urban and rural areas, there was difference between the academic motivation of male and female students. It was recommended that teachers, parents and all those concerned with the education of children should put in place psychological processes that are intended to boost the ego of students thereby making them have an inner feeling of satisfaction when they accomplish academic tasks.
Keywords: Academic Motivation, Ghana, Junior High School, Performance, Students