scholarly journals Relationship between Locus of Control as a Determinant of Teacher-Pupil Relationship and Pupils’ Academic Achievement in Public Primary Schools in Kesses Sub County, Uasin Gishu County, Kenya.

2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Tare Jeniffer ◽  
Susan W. Gitau ◽  
Joan N. Githae
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Primary Schools

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 Teacher Qualifications and Academic Performance of Pupils in Public Primary Schools in Hargeisa District

2021 ◽  
Author(s):  
Gulled M. Yasin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Primary Schools ◽  
Formal Education ◽  
Teaching Experience ◽  
Teacher Qualifications ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Average Value ◽  
Teacher Qualification

This study investigated effect of teacher qualifications on the academic performance of pupils in primary schools in Hargeisa districts. Teacher qualifications were operationalized as Formal education, certification and teaching experience. The study emerged from the deteriorating academic achievement of pupils in Somaliland National Primary Examinations. The deteriorating academic performance was well demonstrated from increase number of failures in Somaliland National Exams. The study employed cross sectional survey research design, on a sample of 160 teachers, the study found out that, Fo = 15.838 > F (2,157) = 3.06; p = .000. The eta-square returned an average value of η 2 = 16.8%. Therefore, teacher qualification accounts for 16.8% of the variance in academic performance of pupils in pubic primary schools in Hargeisa. The rest 83.2% are due to factors not investigated here, and errors in measurements. The study findings indicate that teacher qualifications affect to the academic performance of pupils in public primary schools in Hargeisa District.

Alternative Measures of Locus of Control and the Prediction of Academic Performance

1971 ◽  
Vol 29 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Arnold Powell
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Locus Of Control ◽  
Intellectual Achievement ◽  
Alternative Measures

Correlations between the Intellectual Achievement Responsibility Questionnaire and several measures of academic achievement did not support the hypothesis that this scale measures locus of control attitudes in intellectual-academic achievement situations. Support was obtained for the hypothesis that a measure of more generalized locus of control attitudes was related to academic achievement.

The Effect of Using Class PC and Interactive Boards on Students' Academic Achievement and Creative Thinking

2017 ◽  
Vol 7 (2) ◽  
pp. 1-23
Author(s):  
Mohamad M. Hileh ◽  
Abdel-Aziz Ahmad Sharabati ◽  
Tamara Yacoub Nasereddin ◽  
Suheir Mustafa Hussein
Keyword(s):  
Academic Achievement ◽  
Experimental Design ◽  
Primary Schools ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

The purpose of the article is to investigate the impact of teaching and learning methods on Jordanian students' performance in primary schools. This study is of quasi-experimental design. Three tools are used in this study: an interactive board, a class PC and traditional tools. The data was collected by questionnaires, and then regressions were used to test the hypothesis. The results indicate that for creativity thinking, the highest difference between pre and post-test is related to class PC followed by traditional learning and finally interactive boards. Moreover, results indicate that the three tools affect fluency, flexibility and originality, while they have no significant effect on elaboration. The results also indicate that for the academic achievement class the PC reported the highest mean, followed by interactive boards and finally by traditional tools. Furthermore, results show that using class the PC and interactive boards affect students' creative thinking as compared to traditional teaching.

Personality and Motivational Factors on an Intentional-Incidental Learning Task

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1315-1320 ◽  
Author(s):  
Paul N. Dixon ◽  
Audrey E. Cameron
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Achievement Motivation ◽  
Incidental Learning ◽  
Learning Task ◽  
Intentional Learning ◽  
High Motivation ◽  
Academic Achievement Motivation ◽  
Learning Correlations ◽  
Personality Construct

Locus of control, other-direction, and academic achievement motivation were investigated as a function of acceptance of motivational cues in intentional-incidental learning. Correlations among the three personality constructs were also calculated. The subjects were 134 college students studied under high and low learning motivation for each personality construct. It was hypothesized that high academic achievement motivation would be associated with increased intentional learning and that internal subjects would have consistent intentional and incidental learning under both levels of motivation. The externals, accepting experimenter's instructions, would show a funneling effect toward greater intentional learning under high motivation with corresponding decreases in incidental learning. No significant differences on the learning task by locus of control or other-direction were found. Subjects high in achievement motivation performed significantly better on the intentional task than those low in achievement motivation. The highly motivated group performed significantly better than those who were low on the incidental task, suggesting that the motivation may focus the subject's attention toward embedded incidental cues. Significant intercorrelations were obtained among the three personality constructs.

scholarly journals Locus of Control or Self-Esteem; Which One is the Best Predictor of Academic Achievement in Iranian College Students

2016 ◽  
Vol In Press (InPress) ◽  
Author(s):  
Seyyed Nasrollah Hosseini ◽  
Mehdi Mirzaei Alavijeh ◽  
Behzad Karami Matin ◽  
Behrooz Hamzeh ◽  
Hossein Ashtarian ◽  
...  
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Locus Of Control ◽  
Self Esteem

Locus of Control, Interpersonal Trust and Academic Achievement

1972 ◽  
Vol 31 (2) ◽  
pp. 355-360 ◽  
Author(s):  
David J. Massari ◽  
Dianne C. Rosenblum
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Academic Performance ◽  
Locus Of Control ◽  
Interpersonal Trust ◽  
Relationship Of ◽  
The Relationship

The present study examined the relationship of locus of control, interpersonal trust and academic performance of 133 college students. Internality and trust were significantly negatively related to achievement for 43 women but unrelated for 90 men. In addition, internality was significantly positively related to trust and unrelated to intelligence for both sexes.

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