Truancy and Academic Performance of Colleges of Education Students in South-Western Nigeria: Implication for Evaluation

2017 ◽  
Vol 29 (1) ◽  
pp. 1-7
Author(s):  
O. A. Ojo ◽  
K. O. Adu ◽  
E. O. Adu
Keyword(s):  
Academic Performance ◽  
Colleges Of Education ◽  
Education Students

EFFECT OF FIXED FACILITATOR MODEL ON NCE TECHNOLOGY EDUCATION STUDENTS’ ATTITUDE AND ACADEMIC PERFORMANCE IN NIGER STATE

2020 ◽  
Vol 6 (2) ◽  
pp. 155-158
Author(s):  
CHARLES SAIDU TUKURA ◽  
Ibrahim Ismail Kuta
Keyword(s):  
Academic Performance ◽  
Technology Education ◽  
Total Population ◽  
College Of Education ◽  
Education Student ◽  
Colleges Of Education ◽  
Attitude Questionnaire ◽  
Education Students ◽  
Lecture Method ◽  
Student’S Performance

This study title Effect of fixed facilitator model on NCE Technology Education Students’Attitude and Academic Performance in Niger State, Nigeria. The study used quasiexperimental design. The total population was 942, while the sample size was 216educational technology from two colleges of Education in Niger State. The test instrumentdeveloped by the researcher for the study was the Student‘s Performance AssessmentInstrument (SPAI) and Technology Education Student Attitude Questionnaire (TESAQ)which contained 50 questions. The statistic used were t-test independent sample cumulativemean and the finding of the study standard deviation. The findings of the study revealed thatNCE students performed better when taught with fixed facilitator model compared to theircounter parts taught with lecture method. Based on the results obtained the researcherrecommended that: the instructors of Technology Education should endeavor to use fixedfacilitator model in teaching Technology Education in college of education.

scholarly journals The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021 ◽  
Vol 13 (6) ◽  
pp. 3341
Author(s):  
Jesús Maya ◽  
Juan F. Luesia ◽  
Javier Pérez-Padilla
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Learning Styles ◽  
Primary Education ◽  
High Performance ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Education Students ◽  
The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

scholarly journals Socio-Economic Determinants of Students’ Academic Achievement in Building Technology in North-Central Nigeria

2019 ◽  
Vol 25 (1) ◽  
pp. 10-20
Author(s):  
Yahaya Ibn Salihu ◽  
Nordin Safarin Mohd
Keyword(s):  
Academic Achievement ◽  
Study Data ◽  
Colleges Of Education ◽  
Education Students ◽  
North Central ◽  
Economic Determinants ◽  
Building Technology ◽  
Technology Students ◽  
Determining Factors ◽  
Academic Record

This study investigated socio-economic determinants of students’ academic achievement in building technology in North-central Nigeria. It was a quest to probe into the incessant cases of students’ poor achievement in building technology to identify students’ determining factors. Survey research design was adopted in carrying out the study. Data were collected from 113 students on their socioeconomic attributes and their academic record. Data were analysed using descriptive and inferential statistics such as frequency, percentage, mean and multiple regression analysis. The results of the study showed that building technology education in Nigeria is male dominated and majority of colleges of education students in North-central Nigeria are under 20 years. Socio-economic determinants of students’ academic achievement in building technology include gender, age, study hours, family size, stipends per month, group reading, students’ health status, credit pass in SSCE and truancy. The challenges facing building technology students in the study area include epileptic power supply, inadequate ICTs, lack of functional building technology workshop among others.

Academic Performance in Creative Students

1997 ◽  
Vol 80 (3) ◽  
pp. 1011-1017 ◽  
Author(s):  
María Del Pilar González Fontao
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Performance Testing ◽  
Autonomous Community ◽  
Education Students ◽  
Total Performance

We analyzed the importance of creativity in academic performance testing a sample of 1125 compulsory secondary education students (Autonomous Community of Galicia). Scores on creativity were not associated with students' academic performance in different subject matters or total performance.

Facebook Use, Personality Characteristics and Academic Performance

2019 ◽  
Vol 14 (2) ◽  
pp. 1-14
Author(s):  
Georgia Sapsani ◽  
Nikolaos Tselios
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Negative Relationship ◽  
Personality Characteristics ◽  
Big Five Personality ◽  
Education Students ◽  
Study Results ◽  
Use Of Social Media ◽  
Relationship Of ◽  
The Relationship

The present article examines the relationship between student personality, use of social media and their academic performance and engagement. Specifically, this article examines the relationship of students' Facebook (FB) use and personality characteristics using the Big Five Personality Test. This is focused on (a) student engagement; (b) time spent preparing for class; (c) time spent in co-curricular activities; and (d) academic performance. 204 higher education students participated in the study. Results illustrate that FB time was significantly positively correlated to student engagement and time spent preparing for class. Sharing links activity was positively correlated with student engagement and playing FB games with time spent preparing for class. However, sending private messages and status updates were significantly negatively correlated with student engagement and time spent preparing for class. Also, viewing videos was negatively correlated with time spent in co-curricular activities. Chatting on FB and viewing photos found to be the most popular activities. Moreover, students' extraversion, conscientiousness, openness to experience were positively correlated to student engagement. In addition, extraversion had a positive relationship with time spent in co-curricular activities, although agreeableness had a negative relationship. Implications of the study for the instructors and the students are also discussed.

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