Faculty of Education

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Browsing Faculty of Education by Subject "Academic Achievement"

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    Academic Self-Concept and Academic Achievement among University Students
    (International Online Journal of Educational Sciences, 2012) Matovu, Musa
    The purpose this study was to investigate academic self-concept and academic achievement among university students. The academic self-concept information among university students was collected using the Liu and Wang (2005) academic self-concept scale which was composed of two sub-scales; academic confidence and academic effort scales. The study was conducted on 394 university students; males and females from different levels of study and faculties in a public university in Malaysia. MANOVA was used to analyse the collected data and the results revealed that there was a statistically significant effect of gender on academic effort and academic achievement, while also a statistically significant difference was shown in faculties on academic achievement. Again a difference was noted in the interaction between gender, faculties, and levels of study on academic achievement. The Post Hoc results indicated that a statistically significant difference existed in between the faculties Arts and Human Sciences.
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    Correlation between Use of Instructional Materials and Students’ Academic Achievement in Geography at O-Level in Selected Secondary Schools in Mbale Municipality, Uganda.
    (2015) Wamakko, Muhammad Umar
    The purpose of this study was to examine the relationship between the use of instructional materials and students’ academic achievement in Geography at O-Level in selected secondary schools in Mbale Municipality, Mbale, Uganda. The study used correlational design and was guided by three main objectives: to establish the correlation between use of visual aids, use of audio -visual aids and use of real objects with students’ academic achievement. A total sample of 323 respondents was selected using census and stratified random sampling, 26 Geography teachers and 297 students was selected from the study population of 26 and 1240 respectively. The instrument for data collection was self design questionnaire and documented Geography UCE result of 2013-2014. The data collected were analyzed through SPSS version 20.0 by applying descriptive statistics and Pearson Product Moment correlation. The findings from this study revealed that there was a very low positive correlation between the use of visual aids in teaching Geography and students’ academic achievement (r= .021, p<.05); there was a low positive correlation between the use of Audio-visual aids in teaching Geography and students’ academic achievement (r= .032, p<.05); and there was also a low positive correlation between the effective use of Realia objects in teaching Geography and students’ academic achievement (r= .024, p<.05). These findings implied that use of visual aids, audio visual aids and real objects by Geography teachers does not necessarily increase students’ academic achievement in Geography. The researcher recommends that Geography teachers should employ more ways of improving their methods of teaching so that students’ academic achievement could be improved; Geography teachers should improve the use of the audio visual aids in teaching so that students’ academic achievement could be improved. Geography teachers should not only rely on the use of realia objects in teaching but also ensure the use of all practical Geography pedagogy so that students’ academic achievement could be enhanced.
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    Influence of Class Size on Students’ Academic Achievement in Government Aided Secondary Schools in Mbale Municipality, Uganda.
    (2015) Na’abu, Abubakar
    The research study was conducted on the influence of class size on students’ academic achievement in government aided secondary schools in Mbale municipality, Uganda. The study was guided by the following objectives: to find out the influence of large class size on student’ academic achievement and to examine the influence of small class size on students’ academic achievement. The research design adopted for this study was a Cross-sectional survey design involving 8778 population. The data was collected using self- developed Likert questionnaires and document analysis to help in answering the research questions and 542 questionnaires were administered to the respondent in the three(3) selected schools but 502 questionnaires were returned by the respondents. The respondents were selected using stratified sampling technique. Content validity index of 0.80 and reliability index of 0.81 was established for the instrument. Data collected were analysed using descriptive statistics (frequency and percentage) as well as inferential statistics (Pearson moment correlation) with aid of Statistical Package for Social Scientists (SPSS)The findings of the study revealed that there is a weak and negative correlation (r = -.331) between large class size and students’ academic achievement. Considering the p-value (sig. = .001 < .05), it was therefore concluded that there is a statistical significant relationship between large class size and students’ academic achievement. The findings revealed a moderate and positive correlation (r = .572) between small class size and students’ academic achievement. The study recommended that Schools should adopt a policy that will endorse the optimal number of students in the class. This can be done by strictly following the enrollment Act of the Ministry of Education and Sports. However, government should build more schools in order to contain large number of children seeking for education every year. Teachers should try as much as they can to capture and sustain students’ attention irrespective of the class size. It is suggested that further studies can be conducted on the relationship between students’ enrollment and management of students’ discipline in order to explore the challenges of high students’ enrollment in teaching and learning process.
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    Influence of Home Background on Academic Achievement of Secondary School Students in Tambuwal Local Government, Sokoto State, Nigeria July 2015.
    (2015) Maiakwai, Nura Salah
    This study was carried out to investigate the influence of home background on academic achievement of secondary school students in Tambuwal local government Sokoto state, Nigeria. The study was conducted based on three research objectives that focused on; to examine the influence of parental socio-economic status on academic achievement of students. to assess the influence of parenting style on academic achievement of students. to examine the influence of family size on academic achievement of students. The study employed a cross sectional survey design that was used to correlate quantitative data on influence of home background on academic achievement of secondary school students. A sample of 368 students was used from the total population of 9591 respondents and simple ramdom sampling was used in selecting respondents. uestionnaires ere administered to students and students records of schools’ achievement as also used. Data was analyzed using percentage (descriptive) and correlation. The findings indicated that there is a weak and positive correlation between home background and academic achievements of students. Considering the results of Pearson Product Moment Correlation of the three hypotheses viz; There is statistically significant relationship between parental socio economic status and academic achievement of students, and results indicated that, (r=.021, sig.=.006
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    School plant and academic achievement of secondary school students in Nakaloke town council of Mbale district, Uganda.
    (2015) Garba, Nafiu Aminu
    ABSTRACT This study was undertaken to study the relationship between school plant and academic achievement of secondary school students in Nakaloke town council of Mbale district, Uganda. The objectives were to find out the relationship between school buildings and academic achievement of secondary school students’ in Nakaloke town council, to find out the relationship between classroom facilities and academic achievement of secondary school students’ in Nakaloke town council and to find out the relationship between laboratory equipment and academic achievement of secondary school students’ in Nakaloke town council. A correlational research design was used to gather detailed information from respondents. Population of the study constituted five (5) secondary schools with 2368 persons. Comprising eighty three (83) teachers, two thousands two hundreds and eighty five (2285) students in Nakaloke secondary schools, Uganda. The sample size of the study was drawn from four secondary schools in the area comprising 10 teachers and 310 students respectively. The simple random sampling technique was used to distribute 320 questionnaires to the respondents for the study. The researcher used questionnaire and observation as instruments in collecting data from both teachers and students in the study. The major findings of this study as computed using Pearson’s Product Moment correlation shows that, school buildings have high positive relationship to students’ academic achievement. Also, classroom facilities have weak positive relationship to students’ academic achievement. And finally, laboratory equipment have negligible positive relationship to students’ academic achievement. As a result of the above findings, the null hypotheses which stated that there is no statistically significant relationship between school buildings, classroom facilities, laboratory equipment and academic achievement were rejected. The researcher recommended that the school should provide spacious classrooms for free passage of teachers and students which can be done through building more classes in the schools. The study further recommended that there is need to provide sickbay and adequate medical facilities to cater for sick students. Notice board in the classrooms and computers in the laboratories should also be provided and proper maintenance should be ensured for their continuous good working condition which will consequently improve academic achievement of secondary school students in Nakaloke town council of Mbale district, Uganda.