Relationship between intellectual functioning, school adjustment, academic achievement and delinquency among male junior secondary school pupils

1985 ◽  
Author(s):  
Yuk-yee, Catherine Chan
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School Adjustment ◽  
Intellectual Functioning ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Secondary School Pupils

scholarly journals EFFECTS OF EDUCATIONAL FIELD TRIPS ON SOCIAL STUDIES STUDENTS’ ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA

2020 ◽  
Vol 3 (2) ◽  
pp. 41-44
Author(s):  
Jamilu Ja’afar Salihu ◽  
I.D Abubakar
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Field Trip ◽  
Field Trips ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Educational Field

The study examined the Effects of Educational Field Trips on Social Studies Students’ Academic Achievement in Junior Secondary Schools in Kaduna State, Nigeria. The design of the study was the non-equivalent pre-test post-test control group type of quasi experiment. The population of the study consisted of junior secondary school students in Zaria Education Zone, Kaduna State, Nigeria numbering 26,322. Also, 120 students were purposively sampled from JSSII in the following schools: Government Junior Secondary School Tudun-Jukun, Zaria, Government Junior Secondary School, Awai, Government Junior Secondary School, Aba and Government Junior Secondary School Muchiya, Sabon-Gari. The data collection instrument was Social Studies Achievement Test (SOSAT). The content and construct validity was ascertained by experts in Social Studies, language and test and measurement. The reliability coefficient index power of the instrument stood at 0.81 determined using Pearson Product Moment Correlation Coefficient (PPMC). The data analysis tools were mean and standard deviation used in answering the question posed while t-test independent samples was used in testing the null hypothesis postulated at 0.05 alpha. The study found that there exist significant difference between the mean academic achievement scores of students taught Social Studies using educational field trip (experimental) and those who were taught with lecture method (control). In the light of the foregoing, the study recommended that teachers in the Kaduna State should be encouraged to adopt educational field trip in teaching Social Studies in order to enhance students’ academic achievement.

scholarly journals The influence of selected teacher inputs on students’ academic achievement in the junior secondary school certificate mathematics in Namibia

2013 ◽  
Vol 9 (3) ◽  
Author(s):  
Simon E. Akpo ◽  
Loyiso C. Jita
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Mathematics Teachers ◽  
Teaching Experience ◽  
Target Population ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Qualifications ◽  
First Time

This study explored the link between teachers’ inputs and students’ academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers’ input data (academic qualifications, teaching experience and subject specialisation) were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers’ inputs and students’ academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers’ academic qualifications and subject specialisation had a significant and positive relationship with students’ academic achievement in JSC Mathematics. Teachers’ gender, however, was not significantly related to students’ academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers’ inputs and students’ academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers’ academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.

scholarly journals Leadership Styles of Social Studies Teachers and Academic Achievement of Junior Secondary School Students in Social Studies in Calabar Metropolis, Cross River State Nigeria

2021 ◽  
Vol 20 (2) ◽  
pp. 97-105
Author(s):  
Edward Ogar Odey ◽  
Esther Edward Odey
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Secondary School ◽  
Leadership Styles ◽  
Social Studies Teachers ◽  
School Students ◽  
Cross River State ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Laissez Faire

This study was carried out to determine leadership styles of Social Studies teachers and academic achievement of junior secondary school students in Social Studies in Calabar Metropolis, Cross River State-Nigeria. Ex-post facto research design was adopted. The simple random sampling technique was used in selecting the six public secondary schools used for the study. A sample of two hundred junior secondary school three students (JSS 3) was drawn from the population and used for the study. Three research questions and hypotheses were formulated to guide the study. Data were collected using two researcher made instruments tagged “Social Studies Teachers Leadership Styles Questionnaire (STLSQ) and Social Studies Achievement Test (SOSAT) The Data Collected was analysed using the Analysis of Variance (ANOVA) and the Fisher Least Square Difference (SLD) was used in the multiple comparism. The findings of the study revealed significant differences in the academic achievement of students based on  their teachers’ leadership styles. Students taught by teachers with autocratic and laissez-faire leadership styles had a lower LSD  value compared to students taught by teachers with democratic leadership styles. Students taught by teachers with democratic styles  performed academically higher than those taught by teachers with either autocratic or laissez-faire leadership styles. Based on this, it was recommended amongst other things that Social Studies teachers imbibe more of democratic rather than autocratic or laissez faire leadership styles in their classroom and that educational administrator should organize workshop and seminars for teachers on proper classroom management.

scholarly journals Factors affecting condom use among junior secondary school pupils in South Africa

2000 ◽  
Vol 5 (2) ◽  
pp. 37-44
Author(s):  
Karl Peltzer
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Condom Use ◽  
Health Belief ◽  
Factors Affecting ◽  
Junior Secondary School ◽  
Outcomes Measures ◽  
Junior Secondary ◽  
Age Range ◽  
Secondary School Pupils

The aim of the study is to investigniefi2ctors affecting condom use among junior Secondary School pupi1s in South Africa. The sample included 446 Grade 10 Secondary school pupils, 200 (44.896) ma1e and 246 (55.2%),females within the age range of I0 to 30 years (M age 16.6 years, SD = 2.5) from three rural schools in one region of the Northern Province in South Africa. Main outcomes measures included sexual activity and condom use (12 items), source of “condom” information (12 items), knowledge of correct condom use (10 items), a 16-item AIDS Health Belief Scale and a 28-item Condom Use Self-Efficiency Scale. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

scholarly journals COLLABORATIVE LANGUAGE PEDAGOGY AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN EKITI STATE

2019 ◽  
Vol 6 (11) ◽  
pp. 36-44
Author(s):  
Joseph Babalola
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
English Language ◽  
Teaching Strategy ◽  
Collaborative Teaching ◽  
Control Group ◽  
Chi Square ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Research Questions

Abstract This study examined the effect of collaborative teaching on students’ academic achievement in English language in Ekiti State. The population consisted of 161 Junior Secondary school three students made up of 103 males and 58 females selected from Federal Science and Technical College, Usi-Ekiti, Ekiti State. A total of 20 students (10 males) and (10 females) randomly selected from the school constituted the sample. The twenty students were divided into two groups-Experimental and Control. Group A was used as experimental group while group B was used as the control group. Two research questions and two hypotheses guided the study. The data collected were analysed using mean and percentages to answer the research questions while t-test and chi-square statistics were used to test the hypotheses. The major findings show that the students taught with Collaborative Teaching Strategy (CTS) achieved significantly better outputs than those of the control group. The study also discovered that there was no significant gender difference in the students’ achievement in English language. Based on the findings of this study, it was recommended that collaborative teaching strategy should be adopted as a more effective approach to teaching of English Language at the Junior Secondary School levels.

scholarly journals A Study of the Errors in the Use of Capitalisation Among Junior Secondary School Pupils in Bo District

2019 ◽  
Vol 6 (4) ◽  
pp. 90-96
Author(s):  
Saidu Challay ◽  
Harriet Y. Jones
Keyword(s):  
Secondary School ◽  
Language Arts ◽  
Language Learners ◽  
Second Language Learners ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Proper Nouns ◽  
Written Texts ◽  
Junior Secondary ◽  
Secondary School Pupils

Writing constitutes one of the main skills that second language learners find difficulty in. One area they find difficult in the process of writing compositions is the correct use of capital letters. This study is an attempt to describe the common errors that pupils commit in the use of capitalisation in written texts. Since the use of capital letters constitutes an important area in the overall assessment of pupils’ written texts, this study provided necessary information to guide teachers of Language Arts in preparing pupils for writing tasks. The main objective therefore was to categorise and determine the extent to which errors are committed by Junior Secondary School pupils. In order to obtain data for this study, three Junior Secondary Schools were selected in the Bo Municipality. Fifty pupils were randomly selected from each of the three schools, comprising twenty-five from JSS 2 and twenty-five from JSS 3. This gave a total of one hundred and fifty pupils in all. The pupils were given a task to write a composition of at least one hundred and fifty words under normal examination conditions. The study revealed that pupils had generally not understood the rule involved in the use of capital letters. The areas where errors were more prominent involved proper nouns, beginning of a sentence, poor background knowledge of letter shapes, overgeneralisation and not capitalising the first word in the closing of a letter. 

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