Social Activities and Academic Self-Concept of Secondary School Students in Uyo Local Education Committee (Published)
The study examined the difference in academic self-concept of secondary school students based on social activities in Uyo Local Education Committee. Two purposes of the study, three research questions and three hypotheses were formulated and tested at .05 level of significance and at 373 degree of freedom. Descriptive survey design was adopted, while the population of the study comprised 6,083 Senior Secondary Two (SS2) students in the fifteen (15) public secondary schools in Uyo Local Government Area of Akwa Ibom State. A sample size of 375 Senior Secondary Two (SS2) students which represents 5 percent of the study population was selected for the study using Taro Yamane sampling formular. Systematic random sampling technique was used to select 7 public secondary schools for the study, while hat and draw method random sampling was used to select the sampled respondents from each of the sampled schools. A self-structured questionnaire titled “Social Activities and Students Academic Self-Concept Questionnaire (SASASQ)” was used for data collection. Mean and standard deviation was used to answer the research questions and independent t-test was used to test the research hypotheses. Findings of the study showed a significant difference in academic self-concept of secondary school students based on field trip activities and group study activities in Uyo Local Education Committee. Conclusion was drawn from the findings and the researchers recommended among other things, that teachers should always enlighten the students on the needfulness of forming study groups so that they can have a re-defined and purposeful academic self-concept for better achievement.
Modern School Management and Its Impact on the Academic Achievement of the Students of the Basic Stage in Jordanian Public Schools (Published)
The study aimed to identify the modern school administration and its impact on the academic achievement of the students of the basic stage in the Jordanian government schools. To achieve the objectives of the study, the researcher followed the analytical descriptive approach in terms of applying the study tool and data collection and analysis. Directorate of Education Jerash, While the sample of the study consisted of (20) students from Jerash Elementary School for Boys. The study found that there is a statistically significant effect of the modern school administration on the academic achievement of the students of the basic stage in Jordanian public schools. Modern administration in the various directorates of education affiliated to the Jordanian Ministry of Education.
Self-Esteem, Locus of Control and Students’ Academic Underachievement in Rivers State, Nigeria (Published)
This study investigated the relationship between self-esteem, locus of control and academic underachievement among some secondary school adolescents. The study was carried out in Rivers State secondary schools. Purposive sampling techniques were used to draw a sample of 240 students identified as underachievers. Bakare’s (1977) progressive matrices adopted from Uwazurike (2008) was used to identify students with high mental ability while Basic Education Certificate Examination results of 2016 which is a cumulative record of examination and continuous assessment scores of the students’ three years in school, was used as a measure of students’ academic ability. Based on the attained mental ability performance and academic achievement of the students, the academic underachievers were identified. The various independent variables of the study were measured with a questionnaire whose reliabilities were statistically determined with Cronbach Alpha and reliability coefficients ranging from 0.51 to 0.74. The research questions were answered with mean and Pearson product moment correlation (r) while the null hypotheses were tested with special Z to determine the significance of r. It was found out that there was a very low relationship between self-esteem, internal locus of control, external locus of control and academic underachievement which showed no statistical significance. Based on the findings, three relevant recommendations were made.