Co-curricular Activities and Students’ Academic Achievement in Cross River State, Nigeria

Abstract

The key essence of the research was to evaluate the understanding of students in the Cross River State of the assignment and academic performance of secondary school students. The analysis employed one research question and one null hypothesis. On the basis of the variable under review, literature was analyzed. For the report, the ex post facto design was adopted. There were 15,080 SS2 students in all 272 public secondary schools in the state of Cross River. For the study, a pool of 1, 029 students were used. For data collection, an instrument called "Students Perception of Assignment and Academic Achievement Questionnaire (SPAAQ) was used." The instrument's reliability was estimated at .77 using the Cronbach Alpha reliability equation. The research also contained data from school administrative reports, which were the academic performance records of students for 2018 promotion exams collected from school authorities in English language, mathematics and biology. Descriptive statistics and One Direction Measurement of Variance (ANOVA) were used to interpret the collected data. The results of the research found that this interpretation of assignments/homework greatly affected the academic performance of students. It is also concluded that the understanding of student assignment affects the academic performance of Cross River State senior high school students. It was proposed that teachers go additional mile to make students conscious, based on the above finding, that all the tasks provided to them are helpful to their self-development and personal growth.