Relationship among Locus of Control, Academic Interest and Secondary School Students Academic Achievement in Anambra State, Nigeria

Akunne, L. I.; Anyanmene, A. N.

doi:10.9734/ajess/2021/v16i130390

Cited by 3 publications

(2 citation statements)

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“…Studies abound on the relationship between metacognition and academic achievement [20,31], locus of control, and academic achievement [35,36]. Many researchers reported a positive correlation between metacognition and academic achievement as well as locus of control and academic achievement.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria

Samuel

Okonkwo

2021

Education Research International

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This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students’ academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control.

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Section: Statement Of the Problemmentioning

confidence: 99%

Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria

Samuel

Okonkwo

2021

Education Research International

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“…Academic achievement in English language is described as fair and seems to compare favourably to those of the previous years. The public persistent outcry over the declining state of education particularly in Anambra state is most prominent following the annual release of the West African Examination Council (WAEC) results [11]. In secondary schools, the classroom is an embodiment of different students with varied personality type.…”

Section: Introductionmentioning

confidence: 99%

Academic Interest and Self-esteem as Correlates of Secondary School Students’ Academic Achievement in English Language in Nigeria

Akuezuilo¹,

Mbachu

Akunne

2022

AIR

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Aims: This study examined academic interest and self-esteem as correlates of secondary school students’ academic achievement in English language in Nigeria. Study Design: Correlational survey Place and Duration of Study: Anambra State, Nigeria, conducted between December 2021 and March 2022. Method: The accessible population for this study comprises 18,297 senior secondary school two SS2 students from 261 secondary schools situated in the six education zones in Anambra state, the sampling technique adopted was the proportionate stratified random sampling technique. This was use to select 2,160 SS 2 students. The instruments adopted for data collection are: students’ academic interest scale, self-esteem scale and students’ academic achievement scores in English language. Pearson Product Moment Correlation and Multiple Regression Analysis were statistical tools adopted for data analysis. Results: Table 1, 2 and 3 revealed a moderate positive relationship between secondary school students’ academic interest, self-esteem jointly with their academic achievement in English language. Similarly, hypothesis in Table 4, 5 and 6 reports that at 0.05 level of significance and 2158df, the t-test statistic value 15.95 with a Pvalue of 0.00 is less than 0.05, hence the second hypotheses is rejected. This implies that the relationship existing between self-esteem and academic achievement of secondary school students in English language in Anambra State is significant. Furthermore, at 0.05 level of significance 3df numerator and 2045df denominator, the F statistics value 314.12, with Pvalue of 0.00 is less than 0.05, the third null hypothesis is rejected. This goes to show that the relationship existing among secondary school students’ academic interest and self-esteem jointly with academic achievement in English language is significant. Conclusion: This study concludes that the joint relationship existing among academic interest, self-esteem jointly with the academic achievement of secondary school students in English language was reported to be moderate and also positive. This implies that the coefficient was close to 1.00 (perfect relationship). Justifying this, it could be likened to the fact that students only spend 45 to 90 minutes per day in school with each teacher, so it is nearly impossible for them to unconsciously transmit all of the knowledge they need to get to them within that time frame. So therefore, there is need for parents as well to fulfil their first job, which is to be a teacher to their children. In the same vein, the relationship existing among secondary school students’ academic interest and self-esteem jointly with academic achievement in English language is statistically significant.

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Teachers Self-Efficacious, Locus of Control and Workplace Spirituality Beliefs Buffers the Effects on Elementary Students Achievement Scores

Hassan

Nawaz

Akbar

2021

HSSR

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Purpose of the study: The purpose of the current research was to gauge the effect of teachers self-efficacious, locus of control, and workplace spirituality beliefs on elementary students achievement scores. The researchers are intended to measure the effect of current practices happening in male public sector schools of district Lahore, Punjab-Pakistan. Methodology: The current research was quantitative in nature, and the researchers used ex post facto design leading to a positivist paradigm. The researchers administered one questionnaire having three parts: i) Henson (1999) Sources of Self-efficacy Inventory; SOSI, ii) Rose and Medway (1981) Locus of Control Scale and, iii) Petchsawang and Duchon (2009) Workplace Spirituality Beliefs Scale whereas authors obtained students achievement scores from office of the Punjab Examination Commission during session 2018-2019. Main Findings: Results of regression analysis declared that teachers self-efficacious beliefs affect 87.10%, locus of control 58.60%, and workplace spiritual beliefs affect 79.40% on students achievement scores. Applications of this study: This research is applicable for headteachers and parents that may provide sources and resources for teachers and students to strengthen students idiosyncratic growth and pedagogic success. Findings of the research will applicable for the male teachers working in public sector elementary schools to make their teaching effective, scientific, and logical. Curriculum planners and policymakers revisit official documents to add data about teachers self-efficacious, locus of control, and workplace spirituality beliefs. Novelty/Originality of this study: Applications of teachers utmost cognitive, social and spiritual potential escort required changes in students holistic growth. Authors have deliberatively identified that self-efficacious, locus of control and workplace spirituality beliefs are teachers considerable hallmarks which facile them towards students didactic success. Authors have significantly contributed in already existing body of knowledge in the field of cognitive and social psychology and spirituality.

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Relationship among Locus of Control, Academic Interest and Secondary School Students Academic Achievement in Anambra State, Nigeria

Cited by 3 publications

References 3 publications

Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria

Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria

Academic Interest and Self-esteem as Correlates of Secondary School Students’ Academic Achievement in English Language in Nigeria

Teachers Self-Efficacious, Locus of Control and Workplace Spirituality Beliefs Buffers the Effects on Elementary Students Achievement Scores

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