Students’ Self-Concept, Knowledge of Verbal Reasoning Skill and Learning Readiness as Correlate of Achievement in Civic in Senior Secondary Schools in Osun State, Nigeria

Abstract

The study examined the relationship of students' self-concept, knowledge of verbal reasoning skill and learning readiness as correlate of achievement in Civic in senior secondary schools in Osun State, Nigeria. The study employed correlational survey research design. The population consisted of senior secondary schools 2 Civic students in public secondary schools in Osun State Nigeria. Simple random sampling technique was employed in selecting 10 local governments from the 30 local governments in Osun State. Ten schools were selected using simple random sampling from each of the selected ten local governments, 60 SS2 students were then selected from each of the ten schools using simple random sampling technique. Four research instruments were developed, validated and used for the study. The data collected were analyzed using Pearson Product Moment Correlation Coefficient and Regression Analysis. The study concluded among others, that students' self-concept, knowledge of verbal reasoning skill and learning readiness had composite effects on students' achievement in Civic.

The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis

“…• Those who receive a higher "dose" of private schooling through experiencing a larger portion of their K-12 experience in the private sector will evidence larger civic effects of private schooling than those who receive a smaller dose (Schochet, 2013, p. 325). • Private schooling received in the middle and high school grades, when civics is an element of the curriculum (e.g., Adeyemi, 2017;Cook et al, 2020), will be associated with larger civic effects than private schooling received in the elementary grades, when it is not. • Older studies of private schooling and civic outcomes will report larger civic effects than newer studies due to the forces of institutional isomorphism that have driven schools in the private and public sectors to more closely resemble each other (Burke, 2016, pp.…”