Influence of Self and Social Awareness on Business Education Students’ Academic Performance in Federal Universities in South-South, Nigeria (Published)
This study investigated the influence of self and social awareness on Business Education students’ academic performance in Federal Universities in South-South, Nigeria. Two specific objectives, two research questions and two null hypotheses guided the study. The ex-post facto research design was used for the study. The population of the study consisted of all the 513 students who were at their second and third year of studies, in Business Education programme in the three Federal Universities in South-South, Nigeria that offer Business Education programme. A sample of 356 Business Education students from two intact years was selected for the study using stratified sampling technique. The validated instrument, Emotional Competency Inventory was used for data collection; an internal consistency reliability coefficient of 0.76 was obtained using Cronbach Alpha reliability technique. Mean and standard deviation were used to answer the research questions, while multiple regression analysis was used to test the null hypotheses at .05 level of significance. The result revealed that there was a significant influence of self awareness and social awareness on Business Education students’ academic performance in Federal Universities in South-South, Nigeria. It is recommended, among others, that a balanced combination of emotional and cognitive strategies should be employed in training students. This will facilitate the identification, recognition and development of their emotional skills which will in turn contribute to their personal, academic and career success.
Keywords: : Academic Performance, Business Education, Federal University, Student
Students’ Academic Achievements in Social Studies: Any Peer Group Influence? (Published)
This work used the causal-comparative research design to explore the relationship between peer group influence and students’ academic achievements in Social Studies. The sample comprised 160 Junior Secondary School (JSS) IIIA students randomly selected from ten out of nineteen secondary schools in Calabar South Local Government Area of Cross River State, Nigeria. Two instruments were used: The Peer Group Influence Assessment Questionnaire (PGIAQ) on a 4-point Likert and a 50-item multiple choice questions in Social Studies. The instruments were trial-tested and a reliability coefficient of 0.87 obtained. Data generated were analysed using Pearson Product Moment Correlation analysis (r) at 0.05 level of significance. The result permitted the conclusion that there was a significant positive relationship between peer group influence and students’ academic achievements in Social Studies. This underscores the need to study group dynamics from the point of view of the development of students whose needs are, in the main, related to group living. This finding instructs parents, guardians and caregivers to keep a close watch on the companies their children and wards keep as such surely impact significantly on the academic performances of the affected children.
Keywords: : Academic Performance, Group, Influence, Peer-Group, Social Studies
COMPARISON OF STANDARD FOUR PUPILS’ ACADEMIC PERFORMANCE IN PUBLIC AND PRIVATE PRIMARY SCHOOLS AFTER THREE YEARS OF FREE PRIMARY EDUCATION (F.P.E.) IMPLEMENTATION (Published)
In Kenya, basic education is provided through public and private institutions. . This paper focused on class 4 pupils admitted in class 1 the year 2003 when Free Primary Education (F.P.E.) programme was implemented. The purpose of this study was to compare the academic performance of these pupils in Private and Public Primary Schools. The research made use of ex post facto research design. Simple random sampling was used to select eight public and eight private primary schools in Kitale Municipality. A test was given to class four pupils of the year 2006 in both private and public primary schools and used to assess academic performance. The study used descriptive statistics to compute data for academic performance. The tests of significance showed disparity in academic performance of both boys and girls in private school from those of the public. There is need for education and policy assurance officers to step up inspection to enhance effectiveness among public primary school teachers.
Keywords: : Academic Performance, Comparison, Free Primary Education, Implementation, Private Primary Schools, Public Primary Schools
INFLUENCE OF SINGLE PARENTING ON PUPILS’ ACADEMIC PERFORMANCE IN BASIC SCHOOLS IN THE WA MUNICIPALITY (Published)
This study examined influence of single parenting on pupils’ academic performance with a focus on whether academic performance differed between child from single parents home and those from two parent homes. The cross-sectional study design was used. A questionnaire aided the collecting of primary data while secondary data on test scores was obtained from pupils’ report cards. The sample size was 170. Data analysis involved using cross tabulation and t – test. The results show that there is a significant difference between the academic performance of pupils from single parent homes and those from two parent homes. The main conclusion drawn from this study is that single parenting has negative impact on a child’s academic performance. The study recommends that teachers should give pupils from single parent homes attention to enable them cope and that they should equally be counseled to make them adjust to the academic environment.
Keywords: : Academic Performance, Pupil, Single Parent Home, Two Parent Home