Achievement Of Senior Secondary Students Research Articles

Happiness and its Relationship with Academic Achievement of Senior Secondary Students

This research aims to study the level of happiness and its relationship with the academic achievement of senior secondary students studying in government and private schools of Jaipur province in Rajasthan. For this purpose, 157 students studying in class XI in government and private schools in both rural and urban areas of Jaipur province were randomly selected. The sample consists of 78 male and 79 female students. Results show that most of the students have an average level of happiness. Female students are happier than male students. Besides this, the happiness level of senior secondary students is positively correlated with their academic achievement, however, there is no significant correlation between the two.

Cognitive Ability Level and Academic Achievement of Senior Secondary Students in physics in Akwa Ibom North-west district.

This study investigates the influence of cognitive ability on academic achievement among senior secondary two students in Physics in Akwa Ibom North -West District. A quasi experimental pre-test post-test non-randomised control group design was adopted for the study. Two research questions and two null hypotheses were formulated to guide the study. Physics Achievement Test (PAT) and Cognitive Ability Test (CAT) instruments were used for data collection from sample size of 91 students. The instruments were validated by three experts. A reliability of 0.73 for PAT and 0.74 for CAT were obtained with split half method using Pearson Product Moment Correlation, which were converted using Spearman Brown formula to have reliability co-efficient of 0.84 and 0.85 respectively. Mean and Standard Deviation were used in answering all the research questions and Analysis of Covariant was used for testing all the hypotheses at 0.05 significant level. The results obtained show that Students with low cognitive ability level performed significantly better than those with high and average cognitive ability level, male students with average cognitive ability level significantly performed better than those with high and low cognitive ability and female with low cognitive ability level performed significantly better than those with high and average cognitive ability level. It is therefore concluded that students academic achievement is not entirely dependent on high cognitive ability level. It was therefore recommended that educational administrators and teachers should use the appropriate teaching techniques to get the best out of students without necessarily considering their cognitive ability levels.

Advancing Student Solid Geometry Achievement through Constructivist-based Instructional Models

This study investigated the applicability of a class of instructional models based on constructivism in improving the achievement of senior secondary students in solid geometry using the quasi-experimental design. Two constructivist-based instructional models used were Teaching for Understanding (TfU) and Metacognitive Instructional (MCI) models. The exploration area was the Emohua Local Government Area (LGA) of Rivers State, Nigeria. An aggregate of 86 Senior Secondary Class I (SSC1) students took an interest in the investigation. To evaluate the achievement of the students in solid geometry, the researchers structured, approved and utilised an achievement test in solid geometry which contained 50 multiple-choice questions. The reliability of the test was determined using KR-21 to get an index of 0.84. This research work was guided by two research questions and two null hypotheses separately. The mean, standard deviation, box-plots and Analysis of Covariance (ANCOVA) were used for data analysis. The findings showed that the class of instructional models based on constructivism significantly enhanced the learning of solid geometry amongst the SSC1 students. The MCI model was less effective than the TfU model in improving the learning of the students. Sex had no significant influence on the solid geometry achievement of SSC1 students irrespective of the instructional model used. The exploration suggested among others that solid geometry ought to be instructed by the educators of arithmetic using the instructional models based on constructivism.

Academic Stress as a Determinant of Academic Achievement

This paper investigates the effect of academic stress on the academic achievement of senior secondary students. The Bisht Battery of Stress was chosen to collect primary data about the stress level of students studying in class XI. Academic achievement was measured by collecting data of the average marks secured by students in different examinations in an academic year. Pearson’s coefficient of correlation was applied to find out the relationship between different variables. The data revealed that there is a significant negative correlation between academic stress and academic achievement. This indicates that more the academic stress of students, the less their academic achievement.

Impact of family climate on the academic achievement of senior secondary students

The world is becoming more and more competitive and quality of performance is the key factor for personal progress. Excellence particularly, in academics and generally in all other areas has been seen as an important aspect. Parents desire that their children climb the ladder of performance to as high level as possible. This desire of a high level of achievement puts a lot of pressure on students, teachers, institutions and the educational system itself in general. In fact it appears as if the whole system of education revolves around academic achievement of the students, though various other outcomes are also expected from the system. Thus, a lot of time and efforts of the schools are utilized in helping students to achieve better in their scholastic endeavors. Thus the present study aims at investigating the impact of family climate on the academic achievement of senior secondary students. The sample consists of 865 male and female respondents of science and arts stream. Family Environment Scale (FES) constructed by Bhatia and Chadha in the year 1993 was used for this study. The findings of the research study depicts the influence of only 2 dimensions of FC (out of 8 dimensions of FC) on students’ academic achievement. Results, clearly shows that the t-value is found to be highly significant at.01 level of confidence. This clearly indicates that two dimensions of FC i.e., Active recreational orientation (F6) & independence (F5) contribute in determining the academic achievement of both science and arts stream students.

La Efectividad de la Enseñanza de la Pronunciación Asistida por Ordenador en el Logro de la Capacidad Verbal en Inglés de los Estudiantes de la Escuela Secundaria Superior

En este estudio se investigó la efectividad de la Enseñanza de la Pronunciación Asistida por Ordenador (EPAO) en el logro de la capacidad verbal en inglés de los estudiantes de la Escuela Secundaria Superior en Minna, Nigeria. También examinó la influencia de la Enseñanza de la Pronunciación Asistida por Ordenador (EPAO) teniendo en cuenta el género y la capacidad verbal de los estudiantes. La muestra consistió en sesenta estudiantes de secundaria de dos escuelas secundarias mixtas dentro de la metrópoli de Minna. Se utilizó muestreo aleatorio estratificado para seleccionar a los 60 estudiantes de cada escuela; 15 hombres y 15 mujeres; 10 estudiantes con nivel alto de inglés, 10 estudiantes nivel intermedio y 10 estudiantes nivel bajo. La prueba de inglés consistió en 50 preguntas de selección múltiple, validadas por expertos y aplicadas a los estudiantes como pre-prueba, post-prueba y un cuestionario posterior a la prueba. Los datos obtenidos fueron analizados mediante el análisis estadístico t test, análisis de varianza (ANOVA) y la prueba post-hoc de Scheffe. Los resultados revelaron que a los estudiantes que recibieron clases de producción oral en inglés usando el paquete EPAO se desempeñan y retienen los conceptos orales de ingles mejor que aquellos a quienes se les enseñó con el método de enseñanza tradicional. Estudiantes con alta capacidad verbal se desempeñaron mejor que los estudiantes de media y baja capacidad verbal respectivamente. Sin embargo, no existía ninguna diferencia significativa entre los puntajes medios de rendimiento de las pruebas posteriores aplicadas a hombres y mujeres usando el paquete de enseñanza de pronunciación asistida por ordenador (EPAO). Estos resultados indicaron que los conceptos orales de inglés pueden ser enseñados y aprendidos mejor mediante la integración de un conjunto de recursos de enseñanza de pronunciación asistida por ordenador.

The influence of instructional materials on mathematics achievement of senior secondary students in Akamkpa Local Government Area of Cross River State, Nigeria

Having observed the reckless abandonment of professional codes and ethics of teaching soon after certification, and specifically the subterfuge of the use of instructional materials in lesson delivery, the researchers set out to investigate the state-of-the-art in terms of availability and use of mathematical instructional materials, and the influence of these on students’ achievement in the subject. Three instruments, a 20-item Mathematics Teacher Instructional Materials Availability Questionnaire (TIMAQ), a 20-item Mathematics Teacher Instructional Material Use Questionnaire (TIMUQ) and a 30-item Multiple Choice Achievement Test (MCAT) were developed, validated (test-retest reliability coefficients of 0.87 and 0.97 respectively for TIMAQ and TIMUQ, and KR-20 coefficient of 0.89 with mean 40.8, S.D. 11.33) for MCAT. Two hundred (200) students (20 per school comprising 100 male and 100 female) were selected from the ten public secondary schools in Akamkpa Local Government Area by stratified random technique, and two (2) Mathematics teachers per school for the study. Results of the simple percentage and independent t-test analyses revealed the non-availability and non use of instructional materials in Mathematics instruction, as well as significant achievement differences between materials-available and non-available schools on one hand and achievement of students from material-used and non–used schools on the other. Useful recommendations were therefore made based on these findings.Keywords: mathematics instructional materials, students’ achievement, availability of instructional materials, use of instructional materials