PERCEPTIONS OF STUDENTS TOWARDS THE USE OF MOBILE DEVICES IN IMPROVING ACADEMIC PERFORMANCE: A CASE OF A SENIOR SECONDARY SCHOOL IN A DEVELOPING COUNTRY

This study investigated the effect of cooperative learning strategy on senior secondary school students’ performance in Mathematics. The study adopted a quasi-experimental research design. The sample for the study consisted of one hundred and forty-four (144) Senior Secondary School two students, selected from Awka Education, Anambra State, Nigeria. The instrument for data collection was Mathematics Performance Test (MPT). The instrument was validated by three experts and had a reliability index of 0.89 obtained through the use of Pearson product moment correlation. Three research questions and three hypotheses were formulated to guide the study. The collected data were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to test the null hypotheses at 0.05 alpha levels. The result of the study showed among others that senior secondary school students performed highly when taught Mathematics concepts using cooperative learning instructional strategy; both the male and female students benefitted equally from the cooperative learning strategy. Based on the findings of the study, it was recommended that Mathematics teachers should adopt cooperative learning strategy as an effective learning strategy in order to improve senior secondary school students’ academic performance. Also, school management boards should organize workshops, seminars and conferences to expose teachers and students constantly to the use of the strategy for maximum academic output.

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Impact Of Mobile Phone Usage On Academic Performance Among Secondary School Students In Taraba State, Nigeria

European Scientific Journal ESJ ◽

10.19044/esj.2016.v12n1p466 ◽

2016 ◽

Vol 12 (1) ◽

pp. 466 ◽

Cited By ~ 6

Author(s):

Haruna Rabiu ◽

Aisha Indo Muhammed ◽

Yunusa Umaru ◽

Hadiza Tukur Ahmed

Keyword(s):

Academic Performance ◽

Secondary School ◽

Mobile Phone ◽

Secondary School Students ◽

Achievement Test ◽

School Students ◽

Male And Female ◽

Senior Secondary School ◽

Mobile Phone Usage ◽

Senior Secondary

This study employed survey design in investigating the influence of mobile phone usage on academic performance among secondary school student in Jalingo, Taraba State, Nigeria. The sample for the study was 300 respondents selected from the total population of 6,482 respondents. Stratified sampling technique was employed to select the sample. The Mobile Phone Usage Questionnaire (MPUQ) adapted from Twum (2011), Mathematic Achievement Test (MAT) and English Language Achievement test (ELAT), were the instrument used for this study. Data collected were analyzed using mean, standard deviation, t-test and ANOVA to answer the research questions and hypotheses. The finding of this study, revealed that mobile phone usage significantly influence academic performance among male and female senior secondary school students (t = 6.113, P = 0.02), age difference was not a significant factor in mobile phone usage on academic performance among senior secondary school students (f = 6.431, P = 0.022), parent’s occupation was not a significant factor in mobile phone usage on academic performance among senior secondary school students (f = 9.005, p= 0.031) and that the frequency of mobile phone usage does not significantly influence academic performance among male and female senior secondary school students (t = 8.131, p = 0.02). It was recommended that, School psychologists, teachers, school administrators, parents and students should be sensitized on the influence of mobile phone usage on academic performance among secondary school students irrespective of gender and age differences.

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SELF CONCEPT, PARENTAL SOCIO-ECONOMIC STATUS AND ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KEBBI STATE, NIGERIA

Sokoto Educational Review ◽

10.35386/ser.v18i1.43 ◽

2018 ◽

Vol 18 (1) ◽

pp. 12

Author(s):

Haruna Sani Aliero

Keyword(s):

Academic Performance ◽

Secondary School ◽

English Language ◽

Economic Status ◽

Self Concept ◽

School Students ◽

Senior Secondary School ◽

Socio Economic Status ◽

Significant Difference ◽

Senior Secondary

The main thrust of the paper is to determine if there is any significant difference between socio – economic status, self-concept and academic performance of SS1 students in Kebbi State. The sample was made up of 360 (180 boys and 180 girls) drawn from the population of senior secondary school one (S.S.I) from six Senior Secondary Schools in Kebbi State. Akinboye’s Adolescent Personal Data Inventory (APDI) by Akinboye (1985) and the Adopted version of Parental Socio- Economic Status Questionnaire (PSESQ) by Adegoke (1987) were used to measure Self-concept and Parental Socio-economic Status respectively. The reliability coefficient of the instruments was (0.85 and 0.79) for APDI and (0.82 and 0.78) for PSESQ respectively. Academic Performance was obtained using the students’ scores in English Language and Mathematics in the Junior Secondary School Certificate Examination of 2015/2016 session. Two hypotheses were generated and tested using t- test. The findings of the study indicated that there was significant difference between Parental Socio-economic Status and Academic Achievement. There was also significant difference between Self-concept and Academic Performance of students. The findings were discussed and their implications and recommendations highlighted. It was recommended that teaching became more meaningful when pupils are assisted to build a positive self-concept. Similarly, parents should show more concern in helping their children develop positive self-concept. Teachers should also take into consideration the socio-economic background of their students.

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