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
The Effects of Male and Female Cohabitation on Academic Performance of Nigeria Tertiary Institutions Students: A Case of Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria (Published)
Citation:Nurudeen Saka-Olokungboye; Ebunoluwa Hope Ehinola; Joseph Olanrenwaju Ilugbami ;Olaleke Olateru – Olagbegi (2022) The Effects of Male and Female Cohabitation on Academic Performance of Nigeria Tertiary Institutions Students: A Case of Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria, International Journal of Education, Learning and Development, Vol. 10, No.1, pp.44-61
Abstract: Cohabitation has gained notoriety in Nigeria tertiary institutions and has continued to attract scholarly attention in recent time. This deviant behavior comes in various guises and aliases among Nigeria tertiary institutions students where the menace is widely spread. It is commonly referred to as ‘campus marriage’, ‘couple’s life’, campus coupling’, marrying for marriage’ etc, a nomenclature invented to give this deviant and wholesome act an acceptable norm amongst youths in Nigeria tertiary institutions. This study, therefore, investigates the effects of cohabitation on Academic performance of students of Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria. The study adopted an exploratory design-method and a total of 360 National Diploma (ND) and Higher National Diploma (HND) students were randomly sampled from the six faculties of the polytechnic. Rational choice theory was employed to explain why individual is more likely to undertake actions that they perceive to be best option and one that would immensely be to their own advantage. The data collected were analyzed using descriptive statistic-percentages and frequency. The study reveals that 72.8% of the respondents live outside the institution due to shortage of hostel accommodation, thus they cohabit. The study found out that 92.45% of the respondents agreed that cohabitation increases risk of unwanted pregnancy among cohabiting students especially females, which may affect their academic performances. Also, 86.2% agreed that frequent and unrestrained sexual activities could affect academic performance of cohabiting students. Based on the findings, it was therefore, recommended that Management of the institution should provide adequate hostel accommodation for students, parents and guardians should pay frequent unscheduled visit to their children in school and regular sensitization programme should be done for students on the danger of cohabitation by the Polytechnic management.
Keywords: : Academic Performance, Cohabitation, Rufus Giwa polytechnic, Tertiary Institution, social malaise.
Particular Admission Test and Perception on Assessment Method: Does it Influence the Academic Performance in Problem-Based Learning of Medical Course? (Published)
Academic performance has an essential impact in predicting the success of an educational program. This study was performed to identify the impact particular admission test and student perception on assessment method to academic performance in term of grade point average (GPA). A cross-sectional study design was conducted on 158 medical students at University of Islam Bandung to participate in taking a quantitative survey. A questionnaire was adapted from a student perception of assessment questionnaire (SPAQ). Data analysis used the Chi-square test and Mann Whitney test. The majority of students have a good perception of the assessment method (88.6%). Admission test through special interest and abilities influence academic achievement with a p-value of 0.004. The assessment system is quite effective in assessing the learning outcome. This is due to the perception of the assessment method is more related to student learning approaches than academic achievement.
Keywords: : Academic Performance, GPA, Perception, admission test
Comparative Study of Sports Participation on Academic Performance of Student-Athletes and Non Student-Athletes in Offinso College Of Education, Ghana (Published)
The purpose of the study was to compare and ascertain whether participation or non-participation in sports has any influence on the academic performance of OFCE students. Forty student athletes were purposively selected from among the college’s student- athlete population of 124 from the Ashanti Brong-Ahafo (ASHBA) team and stratified random sampling was used to select a sample of 160 from a population of 975 non students- athletes in the college. The non student- athletes were divided into Diploma in Basic Education (DBE) A to Diploma in Basic Education (DBE) H separately and then, by random number method of the simple random sampling each student was given the chance to be chosen. The study adopted causal comparative research design with independent t- test as the statistical technique at a significant level of 0.05. Students mean cumulative Grade Point Average (CGPA) score was used as the proxy. The findings revealed that there was slight difference in the CGPA of student athletes compared with non student athletes resulting in student athletes performing slightly better than non student athletes. The fact that the student-athletes sampled for this study had slighter better mean cumulative GPA than the non student-athletes appears safe to conclude that sports participation at Offinso College of Education does not influence the academic performance of student-athletes adversely. Recommendation is therefore made that college authorities organize the college curriculum in such a way that it will give sports the required place and time thereby encouraging all sports educable students to participate in sports.
Keywords: : Academic Performance, cumulative grade point average, non student athletes, sports participation, student athletes.
Comparative Study of Sports Participation on Academic Performance of Student-Athletes and Non Student-Athletes in Offinso College Of Education, Ghana (Published)
The purpose of the study was to compare and ascertain whether participation or non-participation in sports has any influence on the academic performance of OFCE students. Forty student athletes were purposively selected from among the college’s student- athlete population of 124 from the Ashanti Brong-Ahafo (ASHBA) team and stratified random sampling was used to select a sample of 160 from a population of 975 non students- athletes in the college. The non student- athletes were divided into Diploma in Basic Education (DBE) A to Diploma in Basic Education (DBE) H separately and then, by random number method of the simple random sampling each student was given the chance to be chosen. The study adopted causal comparative research design with independent t- test as the statistical technique at a significant level of 0.05. Students mean cumulative Grade Point Average (CGPA) score was used as the proxy. The findings revealed that there was slight difference in the CGPA of student athletes compared with non student athletes resulting in student athletes performing slightly better than non student athletes. The fact that the student-athletes sampled for this study had slighter better mean cumulative GPA than the non student-athletes appears safe to conclude that sports participation at Offinso College of Education does not influence the academic performance of student-athletes adversely. Recommendation is therefore made that college authorities organize the college curriculum in such a way that it will give sports the required place and time thereby encouraging all sports educable students to participate in sports.
Keywords: : Academic Performance, cumulative grade point average, non student athletes, sports participation, student athletes.