scholarly journals English Language and Mathematics Mock Results as Predictors of Performance in SSCE Physics

2008 ◽  
Vol 17 (2) ◽  
pp. 159-161
Author(s):  
Francis A. Adesoji
Keyword(s):  
English Language ◽  
Language And Mathematics ◽  
And Mathematics

scholarly journals Relationship between Creative Thinking and Students Academic Performance in English Language and Mathematics: The Moderating Role of Gender

2019 ◽  
pp. 1-10
Author(s):  
Mahama, Inuusah ◽  
Kwaw, Regine ◽  
Mensah, Kwame Jonathan ◽  
Acheampong, Ebenezer ◽  
Marfo, Richard
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
English Language ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Relationship ◽  
Moderating Role

Aims: This study sought to explore the moderating role of gender in the relationship between creative thinking and academic performance in English Language and Mathematics among Junior High School students in the Aboom Circuit, Cape Coast. Study Design: The design for the study is correlational espousing the quantitative approach. The study was guided by two research hypotheses, which were tested using Pearson Product-Moment Correlation and Andrew F. Hayes Moderation Process. The instruments for the data collection were Kumar, Kemmler and Holman (1997) Creativity Styles Questionnaire-Revised (CSQ-R) and standardised-type test developed by experts in the various subject areas. Results: The study revealed significant relationship between creative thinking and academic performance of students (English Language: r=.432, n=140, p=0.05, p=.003, 2-tailed; Mathematics: r=.401, n=140 p=0.05, p=0.000, 2-talied). The study further revealed that gender moderated significantly in the relationship between creativity and academic performance (English Language: b=-.276, t=-2.398, CI= -.485, -.088; Mathematics: b=-.300, t=-2.198, CI= -.564, -.070). As such, male respondents had higher creative thinking effect in English Language and Mathematics than female respondents (b=.371, t=4.608, CI [.212, .530; b=.219, t=2.286, CI [.030, .407]). Conclusion: Creative thinking indeed relates to performance, as such, it was recommended  that creative thinking should be nurtured among all students in J.H.S. In addition, stakeholders in education should consider including creative thinking in the curriculum and pay special attention to nurturing creative think in female students so that they could match up with their male counterparts.

Family Capital and Hong Kong Adolescents' Academic Achievement

1998 ◽  
Vol 83 (1) ◽  
pp. 99-105 ◽  
Author(s):  
Kevin Marjoribanks ◽  
Yanny Kwok
Keyword(s):  
Academic Achievement ◽  
Hong Kong ◽  
English Language ◽  
Social And Cultural Capital ◽  
Achievement Data ◽  
Family Capital ◽  
Language And Mathematics ◽  
Hong Kong Adolescents ◽  
Hong Kong Students ◽  
And Mathematics

This study examined relationships between the economic, human, social, and cultural capital of families and adolescents' academic achievement. Data were collected from 387 14-yr.-old Hong Kong students (187 girls, 200 boys), who completed questionnaires to assess their perceptions of the various dimensions of family capital. Academic achievement was measured by performance in Chinese language, English language, and mathematics. The findings indicated that different combinations of the dimensions of family capital combined to contribute to moderate amounts of variance in adolescent girls' academic performance, whereas social capital was the only family measure to have a meaningful and significant modest association with adolescent boys' academic achievement.

Manifestations of Dyslexia and Dyscalculia

2013 ◽  
Vol 16 (1) ◽  
pp. 40-52
Author(s):  
Ayo Osisanya ◽  
Kelechi Lazarus ◽  
Abiodun Adewunmi
Keyword(s):  
Learning Disabilities ◽  
Primary Schools ◽  
English Language ◽  
Rating Scale ◽  
Survey Study ◽  
Mathematical Abilities ◽  
Reading Abilities ◽  
Academic Deficits ◽  
Language And Mathematics ◽  
And Mathematics

This study examined the prevalence of dyslexia and dyscalculia among persons with academic deficits in English Language and Mathematics in public primary schools in Ibadan metropolis. A correlational survey study, sampling 477 pupils who were between the ages of eight and 12 years, and in 4th and 5th grades with the use of four research instruments- the Myklebust Pupil Rating Scale (MPRS), the Slosson Intelligence Test- Revised Third Edition (SIT-R3), the Test of Pupil Reading Abilities Test (TPRA) and the Mathematical Abilities Test (MAT) was adopted. It was discovered that dyslexia and dyscalculia were prevalent among pupils with academic deficits in English Language and Mathematics, and that pupils with both dyslexia and dyscalculia are in the larger percentage. It was also discovered that learning disabilities, dyslexia and dyscalculia were not peculiar to any gender. Persons with academic deficits in English language and mathematics should be screened for either dyslexia or dyscalculia, even both. Also, they should be taught according to a carefully developed Individualized Education Plan.

scholarly journals The Impact of school locale on pupils’ competencies in selected subjects. Does it matter more for specific regions in Ghana?

2020 ◽  
Vol 2 (1) ◽  
pp. 72-85
Author(s):  
Maxwell Kwesi Nyatsikor ◽  
Winston Kwame Abroampa ◽  
Kweku Esia-Donkoh
Keyword(s):  
Inclusive Education ◽  
English Language ◽  
Sampling Technique ◽  
Multilevel Modelling ◽  
Northern Region ◽  
Sustainable Development Goal ◽  
Mathematics Tests ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Impact

This study examined the impact of school locale on pupils’ competencies in the English language and mathematics tests. The sample comprised 16,481 Primary 3 and 14,495 Primary 6 pupils from 448 and 426 schools respectively. The schools were selected using the stratified random sampling technique and the data analysed using a multilevel modelling technique. There was a statistically significant impact of school locale on the national and regional level achievements in both subjects. Rural schools were consistently associated with lower achievement except for the Northern region. The findings suggest that it significantly mattered which part of the country a child attends school in Ghana. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised.

scholarly journals Relationship between Students Test Anxiety Levels and Academic Achievement in Secondary Schools

2019 ◽  
pp. 1-10
Author(s):  
Ezeh C. Obioma ◽  
Ogbu Cordelia Obioma
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Test Anxiety ◽  
English Language ◽  
Survey Design ◽  
Class Level ◽  
Language And Mathematics ◽  
Anxiety Levels ◽  
And Mathematics ◽  
The Relationship

The study investigated the relationship between students’ test anxiety levels and academic achievement in secondary schools. The study used correlational survey design using Test Anxiety Inventory (TAI) for data collection. It was a year-long study. The students’ annual cumulative scores in English Language and Mathematics were used as measure of their academic achievement. Stratified random sampling was used to get a sample of 320 male and female students drawn from four secondary schools in Igbo-Eze South L.G.A. of Enugu state. Four research questions and three null hypotheses were formulated for the study. The data were analyzed using percentages, standard deviation, correlation and measure of central tendency (the mean) and t-test. On the bases of their scores on Test Anxiety Inventory (TAI), males were found to be more test anxious than females. The results showed that test anxiety increases with increase in class level. The result also revealed that the relationship between test anxiety and academic achievement was inverse with r = -77 That is, the relationship between test anxiety and academic achievement is such that as test anxiety increases, the academic achievement decreases. The implications and recommendations arising from the findings were highlighted.

scholarly journals Policies for enhancing success or failure?  A glimpse into the language policy dilemma of one bilingual African state 

Pythagoras ◽  
2008 ◽  
Vol 0 (67) ◽  
Author(s):  
Clement Dlamini
Keyword(s):  
Language Policy ◽  
Policy Development ◽  
English Language ◽  
Minority Groups ◽  
Tertiary Education ◽  
African State ◽  
Language Policies ◽  
The People ◽  
Language And Mathematics ◽  
And Mathematics

This paper is an attempt to extend the debate on language policy development, which so far has been dominated by African linguists and language policy planners. Little attempt has been made in the mathematics education field to highlight the discriminatory nature of some language policies, be they national or institutional polices. Dominant societies have used language to discriminate against other minority groups in numerous societies all over the world. Most research studies on language as a linguistic capital have been conducted by members of the privileged groups and the recommendations that have accompanied such studies do not provide a practical solution as to how the ‘suppressed’ minorities could be ‘liberated’ and be able to participate in their societies in a meaningful way. While language policies have affected immigrants in most European countries, it is a different story in Africa. In Africa the people most affected by discriminatory policies are the indigenous population. The paper presents a case study of one country in Africa where the language policy has been a big obstacle to indigenous learners’ quest to gain access to tertiary education. The paper compares learners’ achievement in English language and mathematics. I argue in this paper that proficiency in English language does not necessarily mean success in mathematics.

Sign in / Sign up

Export Citation Format

Share Document