International Journal of Education, Learning and Development (IJELD)

EA Journals

: Academic Performance

Examination of the Impact of Learning Management System on University Undergraduate Students’ Academic Performance (Published)

The study examined the impact of Learning Management System (LMS) on university undergraduate student’s academic performance. The study adopted quasi-experimental design, the data for the study were collected through the use of online questionnaire and students’ academic achievement scores in Test and Measurement. The study sample comprised one hundred and four (104) university undergraduate students of Ajayi Crowther University Oyo. The result of the study revealed that there was positive relationship between the use of LMS and students’ academic performance. The findings of the study also revealed that there was significant difference in academic performance of both male and female university undergraduate students taught with LMS and those that were taught with traditional method. The study further revealed that the usage of LMS is hindered with some factors among which are low levels of commitment of the lecturers to the use of LMS, lack of ICT based learning strategy as well as inability of lecturers to provide the needed technical support. The study equally revealed that effective usage of LMS can be recorded by organizing ICT training for both the lecturers and students and improvement of infrastructural facilities will go a long way in improving the effective usage of LMS for teaching and learning process. Based on the findings of the study, it was recommended that the use of LMS should be encouraged in Nigeria tertiary institutions, lecturers and students should be encouraged to improve their computer literacy skills for effective usage of LMS, government and curriculum development agencies should incorporate learning management system usage into  tertiary institutions’ curriculum as one of the modes of instructional delivery and that learning management system facilities should be adequately provided in Nigeria tertiary institutions.

Keywords: : Academic Performance, Impact, Learning Management System, test and measurement, university undergraduate students

Effects of Environmental Variables on Students’ Academic Performance in Basic Science in Ekiti State (Published)

This study investigates the effect of environmental variables on students’ academic performance in basic science in junior Secondary School in three Senatorial district of Ekiti state Nigeria. This is a descriptive study of a survey type.  A Sample of 600 students was randomly selected, in which 200 students were selected from each senatorial district, while 10 schools were purposely selected from each senatorial district with 20 students per school which implied that the total 600 schools were selected from all the schools in the state for the study, therefore the target population comprises 141 junior secondary school in Ekiti state. The researcher distinctly designed 20 item questionnaires as an instrument for the study in which it was used to elicit response from the students to gather information to answer general question and hypothesis, while t-test statistic and, analysis of variance (ANOVA) were used to test the hypothesis at 0.5 level of significant. The result of the analysis show that: there were no significant differences existed between: the impact of school environment on academic performance of male and female student, between the impact of school location on academic performance in basic science, between the impact of school facilities on academic performance of student in basic sciences of different age group, therefore all the six (6) hypothesis are upheld at 0.5 level of significant. Hence the study recommends that the government and the private proprietors of schools should create enabling environment for the effectively academic activities in the junior secondary school to enhance better performance in basic science.

Keywords: : Academic Performance, Basic Science, Students, environmental variables

Effects of Microscopes and Microbes Simulation Kits on Biology Students’ Academic Performance in Uruan Local Government Area, Akwa Ibom State, Nigeria (Published)

This study investigated the effect of microscope and microbes simulation kit on students’ academic performance in Biology in Uruan Local Government Area, Akwa Ibom State, Nigeria. Three research questions were raised and three null hypotheses were stated to guide the study. Quasi experimental research design was adopted in the study. Specifically, pre-test, posttest nonequivalent control group design consisting of two experimental groups and one control group was used. The study was conducted in six co-educational public schools in Uruan Local Government Area. A sample of 264 Senior Secondary I Biology students in their intact classes from a population of 3074 students. The intact classes were randomly assigned into two experimental groups and one control group respectively based on location of school. Students in experimental group 1 were taught the concept of microorganism using microscope; students in experimental group 2 were taught using microbes simulation kit while students in control group were taught without instructional material. A researcher-made instrument titled Biology Test on Microorganism with reliability coefficient of 0.87 was used for data collection. Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). Mean and standard Deviation were used to answer research questions while ANCOVA was used to test hypotheses at 0.05 level of significance. Findings showed that students taught microorganisms using microscope as well as microbes simulation kit had higher mean performance scores than those taught without instructional material. Gender was not a significant factor in determining Biology students’ performance and retention. Furthermore, there was a significant interaction effect of gender and instructional material on students’ performance. Based on the findings, it was concluded that although students taught using microscope performed slightly higher than those taught using microscopes simulation kit; both microscope and microbes simulation kit were effective in enhancing students’ performance in the concept of microorganisms in Biology irrespective of gender.

Keywords: : Academic Performance, Microbes Simulation Kit, Microscope

Factors Affecting Academic Performance in Social Studies Among Students in Selected Public Junior High Schools in Hohoe Municipality, Ghana (Published)

The study sought to investigate the factors affecting academic performance in Social Studies among public junior high school students in Hohoe Municipality in the Volta Region of Ghana. It adopted Ecological systems theory by Urie Bronferbrenner (1979). A quantitative (positivist) methodology with a descriptive cross-sectional survey design was used for the study. The three public junior high schools were obtained through the use of a purposeful sampling approach. Additionally, a random sampling procedure was employed to select 180 students from the three chosen schools. Structured questionnaires were used as instrument for data collection. With the aid of the version 25 of the Statistical Product for Service Solution (SPSS), descriptive statistics (mean and standard deviation) were used to analyse the data. The findings of the study revealed that students’ home characteristics including parents’ great interest in their children’s education and involvement in household tasks had had an impact on their academic performance in Social Studies. Academic performance was also found to be influenced by criteria related to the teachers, such as their professional training, teaching experience, subject-matter expertise, positive relationships with their students, and completion of the Social Studies curriculum.  It was recommended that the Ministry of Education and Ghana Education Service provide guidance and counselling systems in the public junior high schools in the Municipality as well as schedule regular and thorough in-service training and workshops for the headteachers and teachers to enable them advance their knowledge, skills, and experiences in instructional pedagogies.

Keywords: : Academic Performance, Social Studies, home factors, public junior high schools, teacher factors

Facilitating Academic Gains with Artifacts of Learning: Effect Concept Mapping on Performance in Cellular Respiration (Published)

Biological concepts like cellular respiration are abstract concepts that students struggle to understand in Ghana and worldwide.  Biological concepts like cellular respiration are abstract concepts that students struggle to understand in Ghana and worldwide. Research suggests that positive gains in student understanding can be achieved through interactive and visual learning tools like concept maps.   With that in mind, this study explored the effect concept map formation on students’ academic performance at the Ghanaian senior high school level in the concept of cellular respiration. A sample size of 100 students were used for the study. Pre-test, post-test non-equivalent control group design was adopted for the study. Two intact classes were used in this study, one designated as control, receiving standard lecture-based instruction, and the other utilizing concept maps. After the intervention, post-test scores of the students revealed a statistically significant difference between the experimental and control groups. Specifically, the group that used concept maps performed significantly better than the control group, with a large difference in their scores. Furthermore, after the intervention, the concept maps allowed for specific analyses and tracking of the students’ understanding, proving its value as a formative assessment tool.  The results suggest that concept mapping can be a useful tool in improving students’ performance and track learners understanding, gaps and misconceptions in biology topics like cellular respiration. 

Keywords: : Academic Performance, Concept Mapping, conventional method, respiration

The Role of Staff in Shaping Undergraduate Students Behavior for Sustainable Academic Performance at The Catholic University of Eastern Africa (Published)

Shaping student behaviour has become a major focus of education worldwide. As educational institutions seek to prepare students for success in an increasingly competitive and complex world, they recognize the need to not only teach academic content, but also to develop students’ socio-emotional skills, character and values such as ethics and integrity, honesty and truthfulness. In universities, there have been cases of students involved in exam malpractices, such as copying, doing exams for others, poor study practices, and weak adherence to ethical conduct and integrity. Besides, a notable proportion of the undergraduate students tends to deviate from positive behaviours upon entering campus life which affects their academic performance. This study, by using quantitative and qualitative research methods, descriptive design, and purposive sampling of 80 students and 40 teaching and non-teaching staff, examined the role of staff in shaping the behaviour of undergraduate students at the Catholic University of Eastern Africa, main campus, Nairobi, for sustainable academic performance. Questionnaires were administered by the researchers to collect data from respondents. The results showed that the participants strongly agreed with the notion that efficient classroom management plays a crucial role in creating a conducive learning environment and enhancing student behaviour. It was also found that role modelling has an influence on the students’ behaviour for sustainable academic performance. Moreover, respondents strongly agreed that students’ guidance and counselling played a significant role in shaping their behaviour. Besides, the results showed that the attitudes of students have a considerable influence on their behaviour, making it essential to address negative attitudes to encourage desirable conduct. The study recommends that the institution should implement regular classroom observations and provide constructive feedback. The University should identify individuals with a track record of academic and personal success to serve as positive role models for the students. Staff training initiatives that prioritise the development of effective communication skills should be implemented. Involving students in developing and implementing initiatives related to behaviour change for sustainable academic performance is highly recommended.

Keywords: : Academic Performance, Attitudes, Behaviour, Environment, role modelling

Locus of Control, Achievement Motivation and Academic Self Efficacy as Determinants of Secondary School Students’ Academic Performance in Ondo State, Nigeria (Published)

This study examined locus of control, achievement motivation and academic self-efficiency as determinants of secondary school students’ academic performance in Ondo State. The study adopted ex-post facto and descriptive research of survey type designs. The population of the study comprises all secondary school students in three Senatorial Districts of Ondo State. Multi-state sampling procedure was used to select 900 sample respondents for the study. Instrument used for data collection were Questionnaire on Locus of Control, Achievement Motivation, Self-Efficacy and Students Academic Performance Questionnaire (LCAMSESPQ) and Academic Performance Proforma. The validity of the instruments was done by expert in Tests and Measurement. The reliability of the questionnaire was determined through test re-test method. Data collected were analysed using descriptive and inferential statistics. All the hypotheses were tested at 0.05 level of significance. The result showed that there was significant relationship among locus of control, achievement motivation, academic self-efficacy and academic performance of secondary school students (R= 0.456, P< 0.05). Locus of control, achievement motivation and academic self-efficacy jointly accounted for 20.8% of the total variables in academic performance (R2 = 0.208, F (3,899) = 78.226, p<0.05). Locus of control which was the best predictor of academic performance accounted for 55.6% (β= 0.556, p<0.05) of academic performance and closely followed by achievement motivation with (β= 0.463, p<0.05), Academic Self-efficacy was the least predictor, with β= 0.233, p<0.05. Based on the findings, it was concluded that Locus of Control, Achievement Motivation and Academic Self-Efficacy are influential to students’ academic performance. It was recommended among others that teachers should endeavour to create adequate time to develop strong internal locus of control in students by encouraging good study habits, lower academic procrastination, low test anxiety both at home and in school in order to boost their locus of control and consequently enhance their academic performance.


Keywords: : Academic Performance, Academic Self-Efficacy, Achievement Motivation., locus of control

Fostering Academic Performance of Students of Different Cognitive Abilities in Secondary School Physics Using Group Dynamics and Visual Clue Strategies (Published)

The study examined the effect of group dynamics and visual clue teaching strategies on the academic performance of students of different cognitive abilities in secondary school (SSII) physics in Benue State. The quasi-experimental research design was adopted. It was a pre-test, post-test non-equivalent control group design. The study population was 1,920 SSII Physics students from 48 Secondary Schools in Makurdi metropolis. The study sample of 157 was drawn from the population through purposive and simple random sampling techniques. Two research instruments named Physics Students’ Performance Test (PSPT) and Students’ Cognitive Ability Test (SCAT) were used for the study with reliability coefficients of 0.931 and 0.883, respectively.  Data were obtained through the administration of pre-test and post-test on SSII students of the selected schools. Mean and standard deviations were used to answer the research questions. The null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). It is found that there is significant difference between the mean academic performance of students taught Physics using group dynamics strategy, visual strategy and conventional strategy; there is significant difference in the mean ability (i.e low, moderate and high) of students when group dynamics strategy was used in teaching Physics; there is significant difference in the mean ability (i.e low, moderate and high) of students when visual clue strategy was used in teaching Physics; and there is significant difference between the interaction effect of strategies and cognitive abilities on academic performance of students in Physics. On the basis of these findings, the study recommended among others that since the interaction effect of strategies and cognitive abilities on academic performance of students in Physics was not significant, the use of both strategies (group dynamics and visual clue) could be useful in fostering the academic performance of students with different cognitive abilities. The Physics teacher should therefore professionally use both strategies in teaching students in a manner that would enhance students’ performance.

Citation:  Achor E.E., and  Ngbea P.M.  (2022) Fostering Academic Performance of Students of Different Cognitive Abilities in Secondary School Physics Using Group Dynamics and Visual Clue Strategies, International Journal of Education, Learning and Development, Vol. 10, No.10, pp.74-90

Keywords: : Academic Performance, Demonstration, cognitive abilities., group dynamics, visual clue

The Effects of Tutorial Class for Female Students on Their Academic Performance in Chemistry at Chiro Town Qilliso Primary School, Ethiopia (Published)

The purpose of this study was to assess the effectiveness of tutorial class on female students’ grade 7th and 8th academic performance in chemistry at Qilliso primary school. The study employed the survey research design. Data were collected seventy female students as a sample from the total of 85 female students in grade 7th and 8th  by using simple random sampling techniques and 10 teachers, 2 vice principal and 1 principal were selected by using purposive sampling techniques. The statistical package for social sciences (SPSS) version 20 software was used to analyze the quantitative data of the study. The results revealed that tutorial support has both academic and psychological effects on female students. Academically, tutorial class is effective in improving a student’s academic performance. Psychologically, tutorial support is effective in improving their self-confidence, self-concept, decision-making ability, memory and feeling of happiness. Finally, the study suggested that tutorials are indispensable factors in the achievements of educational goals and objectives. Therefore, students, teachers and chiro educational office should give special attention to the implementation of effective tutorial class support for female students.

Keywords: : Academic Performance, Effects, primary school female students, tutorial class

Effects of Experiential and Problem-Solving Strategies On Academic Performance of Biology Students in Senior Secondary Schools in Nigeria (Published)

The study investigated the effects of experiential learning and problem-solving strategies on academic performance of Biology students at senior level in some senior secondary schools located in south-west Nigeria. The study examined the difference in the academic performance of Biology students taught with experiential learning and problem solving strategies and their counterparts taught with conventional method. The research design for the study was a quasi-experimental research of the pre-test, post-test control group. The population consisted of Biology students in all public senior secondary schools in south-west Nigeria. The sample consisted 240 SS2 Biology students which was selected through multistage sampling procedure. Two groups were randomly selected to experimental groups and control group. The students in the experimental groups were exposed to experiential learning and problem solving strategies, while the control group were taught with conventional teaching method. Biology Performance Test was used to generate data for the study after the treatment. The instrument was validated by experts in Science Education and Tests, Measurement and Evaluation. Their suggestions were taken into consideration for necessary correction. The reliability was ensured by using test re-test method and coefficient of 0.82 was obtained. The hypotheses were analysed using mean, standard deviation, t-test, Analysis of Covariance (ANCOVA) and multiple classifications Analysis (MCA). The finding showed that there was low performance in experiential learning, problem solving and control groups before the treatment. After exposure of experimental group to experiential learning, problem solving strategies, their performance was high compare to their counterparts in control group. It was recommended that Biology teachers should upgrade their knowledge on experiential learning and problem solving strategies through seminar or workshop, students should be encouraged to use their experience to solve problems in any given concept to enhance their performance.

Keywords: : Academic Performance, Effect, experiential learning strategy, problem-solving strategy, science students

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