Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2019 ◽  
pp. 142-151
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils, male and female of age 12 and 14.5 years from both public and private primary schools in Nairobi city, participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables—intelligence, achievement, motivation—and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t-test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2018 ◽  
pp. 1540-1547
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils male and female of age 12 and 14.5years from both public and private primary schools in Nairobi city participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables; intelligence, achievement, motivation and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils. (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t – test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

scholarly journals Academic Achievement of Primary School Pupils: Investigating Home Environment Factors Contributing to Low Academic Performance

2020 ◽  
pp. 49-57
Author(s):  
Olivia Akrofi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Primary School ◽  
Home Environment ◽  
Economic Status ◽  
Parental Style ◽  
Environment Factors ◽  
Socio Economic Status ◽  
Kwame Nkrumah ◽  
Primary School Pupils

Home environment factors affect the mental and psychological capability of the learner to attain academic feats. This study investigated home environment factors contributing to low academic performance in primary school pupils in Ghana focusing on the Kwame Nkrumah University of Science and Technology (KNUST) Primary School in Kumasi. Home environment factors include socio-economic status, parental style and family size. Qualitative and quantitative data were collected from 120 learners and 60 parents of the institution using questionnaires and interview respectively. The results revealed that a significant number of pupils described their homes as not conducive for learning and this was largely attributed to the parental socio-economic status. Again, lack of parental involvement negatively influences the academic work of learners. The study concluded that parents should be encouraged to participate in regular Parent-Teacher Association (PTA) meetings to learn more about parental styles and strategies to be more involved in their children’s education. Keywords: Home environment factors, academic achievement, academic performance, socioeconomic status, parental style.

scholarly journals Influence of Self-Regulation and Social Competence on Academic Achievement of Lower Primary School Pupils in Osun State, Nigeria

2019 ◽  
pp. 143-150
Author(s):  
Ekpenyong B. E. ◽  
V. O. Adediran ◽  
B. A. Adeyemi
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Primary School ◽  
Random Sampling ◽  
Primary Schools ◽  
Rating Scale ◽  
Self Regulation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Primary School Pupils

This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.

scholarly journals Effects of Child Abuse on Academic Performance of Primary School Pupils in Kwande Local Government Area of Benue State, Nigeria

2021 ◽  
Vol 2 (5) ◽  
pp. 600-609
Author(s):  
Tersoo Timothy Tsegba ◽  
Ibrahim Ologele ◽  
Kafayah Adeola Jidda ◽  
Joseph Abiodun Stephen
Keyword(s):  
Child Abuse ◽  
Academic Performance ◽  
Local Government ◽  
Primary School ◽  
Primary Schools ◽  
Sampling Technique ◽  
Local Government Area ◽  
Related Field ◽  
The Government ◽  
Primary School Pupils

Several factors contributing to the low standard of education in Nigeria where child abuse identified to be an important factor. The study, therefore, investigates the effect of child abuse on the academic performance of primary school pupils in the Kwande Local Government Area of Benue State, Nigeria. The population of the study comprised all primary school pupils and their teachers in the study area. The descriptive research design of survey type employed for the study. A multi-stage sampling technique was used to select ten public primary schools out of fifty seven public primary schools in the study area. Nine hundred and forty–six (946) respondents selected for the study. Researchers developed a questionnaire validated by three experts from the related field was used as an instrument for the study. The findings revealed that child abuse has a significant effect on pupils participation in the class and also had a significant effect on pupils assessment in the Kwande Local Government Area of Benue State, Nigeria. The researchers' recommends among others that the government should carry out an enlightenment campaign through mass media for parents and guardians on the consequences of child abuse on the educational achievement of primary school pupils to improve their participation in classes as well as improve their assessment grades in test and examination.

scholarly journals SCHOOL VIOLENCE DIRECTED AT CHILDREN OF CHILD-FRIENDLY PRIMARY SCHOOLS FROM THE POINT OF VIEW OF PARENTS IN LIGHT OF THE CORONA PANDEMIC (A COMPARATIVE STUDY)

2021 ◽  
Vol 03 (06) ◽  
pp. 62-73
Author(s):  
Abdulkareem Mohsen Mohammed AL-MASTAFAOYI
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
School Violence ◽  
Primary Schools ◽  
T Test ◽  
School Type ◽  
Primary School Students ◽  
School Students ◽  
Child Friendly ◽  
The Relationship

The current research aims to: - Knowing the level of violence that primary school students are exposed to, by their teachers. - Knowing the differences in the level of violence experienced by pupils of child-friendly primary schools and their peers in other public school - Knowing the relationship between academic achievement and the level of violence among primary school students. The research community includes child-friendly schools in Baghdad / Al-Rusafa, which are (107) and distributed among their general directorates of education. The research sample was randomly selected from the parents of the sixth grade students in a random way, and they numbered (80) guardians (students) by (40) males and (40) females)) divided equally by gender between child-friendly schools and regular schools. In the current research, the researcher adopted the (School Violence) Scale prepared by (Mohammed et al. 2014). To identify the level of school violence, the t-test was used for one sample, and it became clear that the difference between the two means is not statistically significant at the significance level (0.05). The t-test was used for two independent samples which indicates that there are no differences statistically significant for the school type variable. To identify the relationship between school violence and academic achievement among primary students, there was no statistical significance for the t-value of the correlation coefficient between school violence and academic achievement ‎.

scholarly journals RESEARCH INTO MOTION PERFORMANCE CHANGES OF PRIMARY SCHOOL CHILDREN OVER A PERIOD OF 20 YEARS

2020 ◽  
Vol 10 (1) ◽  
pp. 115-121
Author(s):  
RUDOLF HORVÁTH ◽  
PETER PETRIKÁN ◽  
INGRID RUŽBARSKÁ
Keyword(s):  
Primary School ◽  
Statistical Methods ◽  
School Children ◽  
Primary Schools ◽  
T Test ◽  
Primary School Children ◽  
Motion Performance ◽  
Primary School Pupils

This research tested 950 primary school pupils in the age from 7 to 10 years. All of them attended primary schools in East Slovakia at the time of testing. We employed the Eurofit test and compared our results to those provided in Turek (1999). The Eurofit test was used for the sake of compatibility with Turek’s research. Based on the measured and computed data we identify the trend in motion performance and somatic parameters. The data collected in 2019 is evaluated by standard statistical methods. It is compared to Turek’s (1999) data by means of the parametric one sample t–test. The results indicate worse motion performance in primary school pupils compared to the 1999 measurements.

scholarly journals Dietary Diversity, Nutritional status and Academic performance of pupils in public primary schools in Port Harcourt Metropolis

2020 ◽  
Vol 32 (2) ◽  
pp. 42-56
Author(s):  
T.C.J. Uzosike ◽  
I. Okeafor ◽  
M. Mezie-Okoye
Keyword(s):  
Academic Performance ◽  
Nutritional Status ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Dietary Diversity ◽  
School Age Children ◽  
Educational Performance ◽  
Anthropometric Measures ◽  
Primary School Pupils

Background: Poor nutrition can hinder pupils from achieving good educational performance at school. This study provides information on the dietary diversity and nutritional status of school-age children in Rivers State, and their relationship with academic performance.Methods: A descriptive cross-sectional study design was conducted among pupils attending public primary schools, aged 6-11 years. Using a multi-stage sampling technique, data on dietary diversity was collected using a two-day 24-hour dietary recall tool adapted from the Food and Agriculture Organization (FAO) guidelines for measuring household and individual dietary diversity. Nutritional status was assessed using anthropometric measures and educational performance was assessed using the end of term examination results for Mathematics and English language in the selected schools. Statistical analyses were performed at p level of 0.05.Results: The study had a total of 847 public primary school pupils, comprising of 441 (52.1%) males and 406 (47.9%) females The minimum and maximum dietary diversity score (DDS) obtained from the pupils were one and five, respectively with a mean DDS of 3.67 ± 0.71. The frequency of stunting, underweight and overweight among the pupils were 39.4%, 23.0% and 6.0% respectively. Dietary diversity was significantly associated with academic performance (p=0.001), with higher odds of poor academic performance in both English language and Mathematics reported among pupils with low DDS in comparison to those with normal DDS.Conclusion: Dietary diversity for primary school pupils should be promoted to achieve optimal academic performance amidst other benefits. Keywords: Academic performance; Dietary diversity; Nutritional status; Pupils

POWODY KŁAMANIA POLSKICH UCZNIÓW I STUDENTÓW

2015 ◽  
Vol 7 (3) ◽  
pp. 17-34
Author(s):  
Katarzyna Hamer ◽  
Katarzyna RAYWER ◽  
Elżbieta Monika Zięba
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Schools ◽  
Cultural Specificity ◽  
Need For Approval ◽  
Primary School Pupils ◽  
Age And Sex

Based on Paul Ekman’s typology of motives of lying, authors wanted to investigate how oftenthey motivate pupils and students to lie. Two studies were conducted: 1) in primary schools anda high school, 2) on different universities. In the second study we also measured the level of needfor approval and agency/communion (the Big Two). Both studies gave similar results, revealing thatpupils and students declared higher frequency of lying motivated by avoiding any inconveniencethan by gaining some kind of profit. Detailed analyses showed that the highest frequency oflying was motivated by two reasons: to protect oneself or someone else from danger and to avoiduncomfortable, awkward situations. Next in frequencies were motives driven by willingness toavoid any nuisance (e.g. punishment, embarrassment or to protect one’s privacy). In both studieslying driven by willingness to gain some kind of profit (e.g. reward, being liked, admired or togain power) was declared as rather rare. Analyses showed that the latter result was not free frominfluence of need for approval. Both age and sex played a certain role in these declarations. In thefirst study, boys significantly more often than girls declared to lie to protect oneself or someoneelse from danger, to secure one’s privacy and to gain power. There were no such differences in thesecond study (among students). As to age, primary school pupils declared lying to be liked (girls)and admired (boys) more often than teenagers in high school, while the latter declared lying togain power and to protect oneself or someone else from danger more often than primary schoolpupils. In turn, students declared, significantly more often than younger subjects, to lie for allreasons. The Big Two turned out to be of little significance – only lower level of communion was, asexpected, connected to higher frequency of both categories of lies (to gain / to avoid), especially incertain reasons of lying (e.g. to gain power or admiration). The results are discussed in the contextof further studies on bigger and more varied groups, Polish cultural specificity and possible biasinginfluence of need for approval in studies of lying.

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