scholarly journals Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Naomi N. C. Samuel ◽  
Ifeoma G. Okonkwo
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary School ◽  
Negative Relationship ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Chemistry Students ◽  
Anambra State ◽  
Teachers And Students ◽  
Academic Locus Of Control

This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students’ academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control.

scholarly journals Relationship among Locus of Control, Academic Interest and Secondary School Students Academic Achievement in Anambra State, Nigeria

2021 ◽  
pp. 9-15
Author(s):  
L. I. Akunne ◽  
A. N. Anyanmene
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
School Students ◽  
Academic Interest ◽  
Anambra State ◽  
Achievement In Mathematics ◽  
The Relationship

Aims: To determine the relationship between locus of control and academic achievement in English language, the relationship between academic interest and academic achievement in English language, the relationship between locus of control and academic achievement in Mathematics, the relationship between academic interest and academic achievement in Mathematics. Study Design: The study adopted the correlational survey design Place and Duration of Study: Secondary schools in Anambra state, Nigeria. Methodology: Disproportionate stratified sampling technique was used to select a sample size of 2,160 students from a population of 18,297 SS2 students in Anambra state government owned secondary schools. The instruments adopted for data collection were standardized locus of control scale, student’s academic interest scale, these instruments were administered using the direct delivery approach. Data collected were tested using Pearson Product Moment Correlation Coefficient, while the hypotheses postulated was tested at 0.05 level of significance using t-test of correlation and multiple regression analysis. Results: the relationship between locus of control and academic achievement of secondary school students in English language is moderate and positive (r = 0.469/n = 2050), the relationship between academic interest and academic achievement of secondary school students in English language is high and positive (r = 0.731, n = 2050), the relationship between locus of control and academic achievement of secondary school students in Mathematics is high and positive (r = 0.613, n = 2050). The relationship between locus of control and academic achievement of secondary school students in English language is significant (t-cal. = 24.03 > t-cal. 1.960), the relationship between academic interest and academic achievement of secondary school students in English language is significant (t – cal. = 48.46 < t – crit. = 1.960), the relationship between locus of control and academic achievement in Mathematics is significant (t-cal. = 35.12 > t-crit. = 1.960), the relationship between academic interest and academic achievement of secondary school students in Mathematics is statistically significant (t-cal. = 28.32 > t-crit. = 1.960). Conclusion: locus of control and academic interest are variables associated with academic achievement of secondary school students in Anambra state. Nevertheless, secondary school students spend significant part of their time in the classroom (about 7 ½ hrs a day, 5 days a week, and 36 weeks a year) with teachers and peers, there is need to help them understand their locus of control, improve their interest in learning as well as develop belief in themselves to succeed academically.

scholarly journals Effects of School Building on Academic Achievement of Secondary School Students in Southern KP, Pakistan

2020 ◽  
Vol V (II) ◽  
pp. 28-34
Author(s):  
Nasir Ali ◽  
Abdul Basit Khan ◽  
Tanveer Ahmad
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
School Building ◽  
Basic Building Block ◽  
School Students ◽  
Close Relationship ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The Impact

Without proper building, the teaching-learning process is incomplete. The importance of school building has been acknowledged as a basic building block of humanity from past till now as teachers and students' stay is mostly in school building during study hours; and there is close relationship between school building and students' academic achievement. In this study, the researcher has also focused on the school building and its effects on the academic achievement of students. The main objective of the study was to know the impact of School building on Secondary School students in Southern districts of Khyber Pakthunkhwa, Pakistan. The study was descriptive. Dichotomous questionnaire was used to collect data from the respondents. Despcritive and inferential statistics were used to attain the desired objective the study. The results of the current study show that there is a significant relationship between students' academic achievement and school building.

Personality traits as predictor of metacognitive skills and creativity in electronic university students: a structural model of academic achievement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yasamin Abedini
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Cognitive Skills ◽  
Structural Model ◽  
Short Form ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Statistical Population ◽  
Content Type ◽  
Neo Personality Inventory

PurposeThe present study aimed to present a structural model of the relationships between personality traits, metacognitive awareness, creativity and academic achievement in virtual students.Design/methodology/approachThe statistical population of the study consisted of all students of the electronic Islamic Azad University in Tehran, where 240 of them were selected as sample group by random sampling method. Research instruments included the short form of the Creative Behavior Inventory (Linger), the Metacognitive Awareness Questionnaire (Schraw and Dennison) and NEO Personality Inventory (McCrae and Costa). Data were analyzed using LISERL software and the path analysis method.FindingsThe findings indicated a mediating role of metacognitive awareness and creativity in the relationship between extraversion, openness to experience and conscientiousness personality traits with academic performance. It was also found that metacognitive awareness has a direct, significant positive effect on creativity.Originality/valueAccording to the results of the present study, the level of creativity in virtual students can be developed through training and strengthening meta-cognitive skills. The findings also suggest that meta-cognition and creativity are traits that can have intrinsic and personality roots.

scholarly journals The Influence of Locus of Control, Study Habits and Gender on the Academic Achievement of Senior Secondary School Physics Students in Ibadan Metropolis

2020 ◽  
Vol 9 ◽  
pp. 21-48
Author(s):  
Uchenna Okeke ◽  
Edidiong Ukoh
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary School ◽  
Study Habits ◽  
Senior Secondary School ◽  
Physics Students ◽  
And Gender ◽  
Senior Secondary ◽  
Control Study ◽  
Secondary School Physics

The study investigated the relationship between Locus of Control, Study Habit, Gender and Academic Achievement of senior secondary school physics students in Ibadan metropolis. The descriptive survey research design was adopted. Seven hundred and fifty senior secondary two (SS2) Physics students were randomly selected from 30 schools in the five local Governments areas of Ibadan Metropolis. Three instruments were used for data collection. The instruments are Physics Achievement Test (PAT) (r = 0.70), Locus of Control Scale (LOCS) (0.86) and Study Habit Questionnaire (SHQ) (0.89). Two (2) research questions were answered, using inferential statistics of t-test, and multiple regression analysis. Findings of the study showed that there is a relationship between locus of control and Academic Achievement [r=0.216, n=750,p= <0.01]. It was found that Locus of Control, Study Habits and Gender predicted students’ academic achievement of Students, with R=0.203, which is equivalent to 20.3%. This however indicates a poor level of prediction. R2 = 0.041, which is equivalent to 4.1%, indicating a very poor level of shared variance between the dependent variable and the independent variables. The study recommends the adoption of the instructional methods that will enhance students’ locus of control and the promotion of good study habits among senior secondary school physics students. Governments, education administrators, and school authorities should consider the joint interactive influence of locus of control, study habits and gender when designing programs for physics.

scholarly journals Locus of Control and Self Esteem as Correlates of Secondary School Students Academic Achievement in English Language in Anambra State

2021 ◽  
pp. 46-54
Author(s):  
L. I. Akunne ◽  
A. N. Anyamene
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Self Esteem ◽  
School Students ◽  
High Positive Correlation ◽  
Positive Correlation ◽  
The Relationship

Aims: The failure rate in English language subjects as consistently been recorded in major examinations in the country makes it a worrisome situation. This is such that the schools are gradually losing its reputation which could likely result in loss of confidence in the students. Hence, this study aims at determining the relationship among locus of control, self-esteem and secondary school students’ academic achievement in English language. Study Design: The study adopted the correlation design. Place and Duration of Study: 920 senior secondary school II students from Anambra State of Nigeria, between August 2019 and January 2021. Methodology: This study on locus of control and self-esteem as correlates of secondary school students academic achievement adopted the correlational research design, a correlational research design seeks to establish relationship between two or more variables as well as indicates the direction and magnitude of the relationship between the variables The sample for the study was 920 senior secondary schools students drawn using the multi-stage sampling technique. Locus of control scale developed by Asthon Trice, revalidated by Osuji and Self-Esteem scale developed by Dr Morris Rosenberg were used in data collection. Pearson product moment correlation coefficient (r) was used in answering the research questions while t-test for correlation analysis and multiple regression analysis were used in testing the null hypothesis. Results: There is a moderate positive correlation between locus of control and academic achievement of secondary school students in English language (r = .469, n = 920), there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language (r = .602, n = 920). The hypotheses tested show that that the t-calculated value is greater than the t-critical value at 0.05 level of significance. Hence, the null hypothesis is rejected. This shows that the relationship between locus of control and academic achievement of secondary school students in English language is statistically significant (t-cal. = 24.03, t-crit. = 1.960), that the t-calculated value is greater than the t-critical value at 0.05 level of significance hence the null hypothesis is rejected. This shows that the relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant (t-cal. = 34.11, t-crit. = 1.960). At 0.05 level of significance, locus of control and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. Conclusion: There is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. There is a significant relationship between self-esteem and academic achievement of secondary school students in English language. Furthermore, there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. The relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant. Locus of control, and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. This implies that there is need for schools to initiate and implement procedures in order to help improve the quality and consistency in the outcome of academic achievement of students in English language which is a core subject at the secondary education level.

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