scholarly journals Self-Concept Transformation on Senior Secondary School Students' Academic Achievement in Central Zone, Plateau State, Nigeria

2021 ◽  
Vol 2 (2) ◽  
pp. 213-223
Author(s):  
Gwaison Panan Danladi ◽  
Shuaibu Saidu ◽  
Jacob, I. Otaha
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Central Zone ◽  
The Self ◽  
Self Concept ◽  
Control Group ◽  
Senior Secondary School ◽  
Plateau State ◽  
Quantitative Economics ◽  
Senior Secondary

Economics is one of the popular subjects in the Senior Secondary School (SSS) curriculum, and it covers the fundamental aspects of human lives concerning scarcity of resources. Proper understanding of the basic concept will enable students to realize the benefit of the subject. This study examined the effects of the self-concept transformation package on senior secondary school student's academic achievement in the quantitative aspect of Economics in Central Zone, Plateau State, Nigeria. A quasi-experimental research design, the non-equivalent control- group design, was used for this study. The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. There were 50 and 55 students in the experimental and control group, respectively. Multi-Stage Cluster sampling techniques were used for this study. The instruments used for data collection were the Multi-dimensional Self-Concept Scales (MSS) and Quantitative Economics Achievement Test (QEAT). Research questions were analyzed using descriptive statistics, while the t-test of independent sample and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The results show that the self-concept transformation package positively and significantly affected students' self-concept and academic achievement in quantitative economics. The study recommended that the use of abusive words on students by Parents and guardians should be discouraged to strengthening their student's self-concept.

scholarly journals Relative Effectiveness of Generative Learning Strategy on Students’ Academic Achievement in Senior Secondary School Biology: Sustainable Development Perspective

2020 ◽  
Vol 4 (1) ◽  
pp. 12-22
Author(s):  
Peter Abayomi ONANUGA
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategy ◽  
Relative Effectiveness ◽  
Choice Test ◽  
Control Group ◽  
Generative Learning ◽  
Senior Secondary School ◽  
Post Test ◽  
Senior Secondary

The study investigated the relative effectiveness of generative learning strategy on students’ academic achievement in secondary school Biology. The research design adopted for the study was pre-test, post-test control group quasi-experimental with a 2 x 2 factorial matrix. The groups were crossed with gender as moderating variable to determine its effect on students’ academic achievement. Seventy-six students (76) in the intact classes but purposively drawn from two schools that met a set of criteria constituted the experiment. The research instrument was a 30-item multiple choice test named Biology Achievement Test (BAT) subjected to validity and reliability tests, the test-retest reliability co-efficient yielded 0.78. The data collected were analysed with both descriptive and inferential statistics and the results showed significant main effect of the strategy on students’ academic achievement in senior secondary school Biology. It further revealed that the students exposed to the Generative Learning Strategy (GLS) achieved higher post-test mean achievement score compared to their counterparts exposed to the conventional method. It was recommended among others that the strategy should be integrated into teacher education programme to allow would-be teachers to have adequate understanding and knowledge of its use.  

scholarly journals Students’ Academic Achievement in Secondary-School Quantitative Economics: Effect of Feedback with Remediation

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Lydia Ijeoma Eleje ◽  
◽  
Nkechi Patricia-Mary Esomonu ◽  
Romy O. Okoye ◽  
Ngozi N. Agu ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Data Analysis ◽  
Secondary School ◽  
Control Group ◽  
Anambra State ◽  
Skill Test ◽  
Continuous Testing ◽  
Quasi Experimental ◽  
Quantitative Economics ◽  
Senior Secondary

Empirically investigated in this study is the effect feedback with remediation has on academic achievement in quantitative economics among students’ of secondary school. The design of the study was quasi experimental. 164 Senior Secondary 3 (SS3) students offering economics in the three co-educational schools consisted of the study sample. The three schools were purposely selected from Nnewi Education Zone of Anambra State in Nigeria and allocated to 2 experimental groups and 1 control group. Students’ responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data used in the study. ANCOVA was used for data analysis. Results show that feedback with remediation has a significant effect in enhancing students’ achievement in quantitative economics. Nevertheless, gender and treatments did not interact to influence achievement in quantitative economics. Teachers need to focus not just on continuous testing but going further to assist students using feedback with remediation on any type of test given to them.

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

scholarly journals Gender differentials in the Use of Instructional Models in Enhancing Adolescents’ Interest and Achievement in Voter Education Contents of Senior Secondary School Government Curriculum

2020 ◽  
Vol 12 (5) ◽  
pp. 121
Author(s):  
Grace Ogechukwu Ugwonna ◽  
Samuel Agozie Ezeudu ◽  
Okechukwu Onyinye Nwaubani ◽  
Anthonia N. Utoh-Ofong ◽  
Obiageli Calista Onyeanusi ◽  
...  
Keyword(s):  
Secondary School ◽  
Sampling Technique ◽  
Control Group ◽  
Instructional Models ◽  
Control Group Design ◽  
Senior Secondary School ◽  
Adolescent Students ◽  
Multi Stage ◽  
Quasi Experimental ◽  
Senior Secondary

The study determined gender effect in the efficacy of group investigation and jurisprudential inquiry instructional models in enhancing adolescent students’ interest and achievement in voter education related contents of senior secondary school Government curriculum. The study adopted quasi-experimental non-equivalent pre-test, post-test control group design. Sample for the study consisted of 165 SS II students drawn from senior secondary schools in Nsukka Local Government Area of Enugu state Nigeria. Multi-stage sampling technique was used to select the intact classes from each of the schools that were assigned to the two experimental groups. Data collected using Multiple Choice Government Achievement Test (MCGAT) and Government Interest Inventory (GII) were analyzed using mean and standard deviation for the research questions and ANCOVA for testing the hypothesis at P < 0.05 level of significance. The findings showed that both group investigation and jurisprudential inquiry models were effective in enhancing interest and achievement of male and female students in voter education related contents in senior secondary school Government curriculum. However, group investigation proved more efficacious. These findings were exhaustively discussed with recommendations on how to manage gender factor in using student-centred instructional models in enhancing students’ interest and achievement.

scholarly journals Effect of Diagnostic Testing on Students’ Achievement in Secondary School Quantitative Economics

2020 ◽  
Vol 10 (3) ◽  
pp. 178
Author(s):  
Nkechi Patricia-Mary Esomonu ◽  
Lydia Ijeoma Eleje
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Diagnostic Testing ◽  
Control Group ◽  
Anambra State ◽  
Skill Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Quantitative Economics ◽  
Senior Secondary

This study aimed at investigating the effect of diagnostic testing on students’ academic achievement in secondary school quantitative economics. In conducting the study, 3 research questions and 3 stated hypotheses were answered. The study is quasi-experimental employing 2x4 factorial pretest-posttest design. The sample consisted of 210 Senior Secondary 3 (SS3) economics students in the four co-educational schools purposely selected from Nnewi Education Zone of Anambra State in Nigeria. They were allocated to 3 experimental groups and 1 control group. Students’ responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data for the study. Instruments for data analysis were t-test and ANCOVA. Results of the analysis indicate a significant effect of treatment on students’ achievement in favor of DQEST with feedback and remediation group only (F (3, 209) = 22.3114, p > 0.05). Gender made no significant difference on students’ achievement in TAQE. Thus, diagnostic tests are effective when used with feedback and remediation. The use of DQEST with feedback and remediation in teaching and learning of quantitative economics is therefore recommended.

scholarly journals The Effectiveness of Program based on Strengthening Self-Concept using Braille sense Technology in Improving the Adjustment Behavior and Achievement among Blind Inclusive 1st Year Secondary School students: فاعلية برنامج قائم على تدعيم مفهوم الذات باستخدام تقنية برايل سنس في تحسين السلوك التوافقي والتحصيل الأكاديمي لدى الطلاب المكفوفين المدمجين بالصف الأول الثانوي

2021 ◽  
Vol 5 (25) ◽  
pp. 129-105
Author(s):  
Ashraf Mohamed Moustafa Ashraf Mohamed Moustafa
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
United Arab Emirates ◽  
Intervention Group ◽  
First Grade ◽  
The Self ◽  
Self Concept ◽  
Low Grade ◽  
School Students ◽  
Blind Students

The study aimed to identify the effectiveness of a program based on strengthening self-concept using Braille Sense technology in improving the adjustment behavior and academic achievement of blind students integrated in the first grade of secondary school. The quasi-experimental approach was adopted and the study tools consisted of the Self-Concept Scale for the Blind and the adjustment Behavior Scale for the Blind, As well as the training program, the study tools were applied to a sample of (32) blind students in the first grade of secondary school in the United Arab Emirates, as a pre-measurement, and the sample was divided based on the calculation of the fourths, where the first quadrant represents eight blind low-grade students in self-concept and consensual behavior based on that Qualitative analysis that shows the difference in dimensions in terms of decrease and height on the self-concept scale, so that the first quadrant group (8) represents blind students who are the exploratory sample through which the validity of the study hypotheses will be verified.. The results of the study showed the following, the existence of statistically significant differences between the performance of the intervention group in the pre-, post- and tracer measurements in terms of adjustment behavior and its various dimensions in favor of the post-measurement, and the existence of statistically significant differences between the performance of the intervention group in the pre-, post- and tracer-measurements in terms of academic achievement in favor of the post-measurement.

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