Cognitive Styles and Gender as Predictors of Students’ Achievement in Summary Writing in Selected Secondary Schools in Ibadan, Nigeria

Olagbaju, Oladotun Opeoluwa

doi:10.1155/2020/8462368

Cited by 5 publications

(6 citation statements)

References 13 publications

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“…Because the capacity to use language to express meaning depends on having a basic comprehension of syntax, grammar assessments are crucial components of language programs. This is in line with Madsen (1983) assertion that the goal of grammar exams is to evaluate students' command of topics like syntax inflections. Syntax is the way words fit together in a sentence, taking into account things like word order, the use of the negative, question forms, and connectives.…”

Section: Test Of Grammarsupporting

confidence: 83%

The Impact of Tenth Grade Students’ Grammar Mastery and Anxiety on Their English Achievement

Febriyanti,

Sari,

Firdaus

2023

JSWSE

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The aim in the study is to comprehend and determine how students’ anxiety and ability to use grammar influence their English achievement in the X-grade at three schools in the districts of Semendawai Barat and Cempaka, OKU East regency. For this study, ex post facto design was applied. At SMA N 1 Cempaka, SMA N 2 Semendawai West, and SMA N 1 Semendawai West, this research was carried out. The 96 participants from 3 different schools made up the sample. In this study, several data testing methods were employed, including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests, autocorrelation tests, correlation studies of the r-product moment, simple regression analyses, and double regression analyses. The findings of this study demonstrated that: 1) grammar proficiency significantly influences English success; 2) The achievement of students in English has been considerably impacted by students’ worry; and 3) Although only by 10.8%, grammatical proficiency and anxiety together have a considerable impact on English learning outcomes.

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Section: Test Of Grammarsupporting

confidence: 83%

The Impact of Tenth Grade Students’ Grammar Mastery and Anxiety on Their English Achievement

Febriyanti,

Sari,

Firdaus

2023

JSWSE

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“…Satisfied students are performing better grades as compared with dissatisfied students. Students’ academic performance has become a great concern to stakeholders in education throughout the world and a subject of discussion and debate among scholars (Alaka, 2011). This is because academic performance appears to be the major criterion by which the effectiveness and success of any educational institution can be judged (Adedeji, 1998).…”

Section: Discussionmentioning

confidence: 99%

The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction

Oliso,

Alemu,

Jansen

2024

JIEB

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Purpose The purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction. Design/methodology/approach To serve the study’s purpose, the study adopted a quantitative research approach. Three public universities representing 30% of the ten public universities located in the Southern part of Ethiopia participated in the study. Questionnaires were the main tools for gathering data. The adapted questionnaire, consisting of 116 items was administered to 400 randomly selected regular undergraduate graduating class students. The quantitative data collected via questionnaire were analyzed using descriptive and advanced inferential statistics. Findings The quantitative findings revealed that there is a statistically positive association between overall education service quality and students’ satisfaction (r = 0.712). The findings proved that the facets of education service quality accounted for 71.2% of the variations in students’ satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students’ academic performance via the mediating role of students’ satisfaction (test statistic = 31.5311573, std. error = 0.00122536 and p-value = 0). The findings further confirmed that the overall education service quality accounted for 12.7% of the variations in students’ academic performance via student satisfaction in the universities. Research limitations/implications The present study was conducted in public universities located in the Southern part of Ethiopia. The findings and conclusions of the study may not be generalizable to all Ethiopian public universities. Future researchers and scholars should conduct their study in all Ethiopian public universities by taking a representative sample from the Ethiopian public universities. Practical implications The present finding suggests that an improvement in ESQ leads to students’ satisfaction and that could contribute to boosting their academic performance. The findings of the present may help the practitioners who measure higher education service quality by providing how the provision of ESQ indirectly influences the student’s academic performance in the universities. Social implications The findings of this study confirmed that the facets of ESQ are associated with students’ satisfaction and this, in turn, indirectly influences their academic performance. Student academic performance is one of the key indicators of quality education, and it has its influences on the social, political and economic development of a country. The findings of the present research provide valuable insights to higher education management bodies, higher quality assurance agencies and the Federal Ministry of Education to learn the indirect effect of ESQ on students’ academic performance and take necessary measures to improve the Ethiopian higher education quality. Originality/value The contributions of ESQ in the higher education sector are enormous. However, the existing service quality literature in higher education mainly focuses on the interrelation among service quality, student satisfaction, loyalty and behavioral intentions. Little is known about the indirect influence of ESQ on student academic performance (one of the key indicators of quality education), principally in Ethiopian higher education, the place of current research. The present study showed the indirect impact of ESQ on student academic performance in Ethiopian public universities. The study, therefore, suggests that university management bodies should actively monitor the quality of their services and commit themselves to boosting students’ learning outcomes.

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“…Un aspecto a destacar es la importancia atribuida a la enseñanza planificada, estructurada y explícita dirigida a la adquisición y el afianzamiento de habilidades de todo nivel: básicas y científicas (Klahrl y Nigam, 2004;Olagbaju, 2019); académicas (Andersen y Andersen, 2017;Fien et al, 2015) y las "habilidades herramienta" necesarias para aprender habilidades complejas (Kozioff et al, 2000).…”

Section: éNfasis En El Contenidounclassified

La enseñanza explícita en la discusión didáctica actual

2022

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El artículo se propone caracterizar, a partir de una revisión de la literatura internacional, los rasgos que constituyen la denominada "enseñanza explícita". Se realiza, para ello, un análisis del modo en que este modelo de enseñanza es descripto en el campo de la investigación empírica sobre prácticas en el aula, con el propósito de estudiar las formas en que esta propuesta se concreta en prácticas reales que expresan, de un modo probabilístico y variable, las formalizaciones conceptuales del modelo didáctico. El trabajo realizado debe contextualizarse en la preocupación por los problemas de la desigualdad educativa y por las posibles repuestas desde el punto de vista de la enseñanza. En este marco adquiere relevancia la delimitación conceptual de estos formatos didácticos y del lugar que ocupan en el debate educativo acerca de cómo promover mejoras sustantivas en los resultados de aprendizaje en América Latina.Palabras clave: enseñanza explícita, desigualdad educativa, resultados de aprendizaje, modelos didácticos, pedagogías visibles.

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Cognitive Styles and Gender as Predictors of Students’ Achievement in Summary Writing in Selected Secondary Schools in Ibadan, Nigeria

Cited by 5 publications

References 13 publications

The Impact of Tenth Grade Students’ Grammar Mastery and Anxiety on Their English Achievement

The Impact of Tenth Grade Students’ Grammar Mastery and Anxiety on Their English Achievement

The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction

La enseñanza explícita en la discusión didáctica actual

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