Correlates Of Academic Achievement Research Articles

Psychological Well-Being as Correlate of Academic Achievement among Postgraduate Students in Ghanaian Public Universities

Purpose: The purpose of the study was to examine postgraduate students’ psychological well-being as correlate of their academic achievement in Ghanaian public universities. Methodology: The study adopted a quantitative approach underpinned by a cross-section design. The population of the study comprised of postgraduate drawn from three public universities in Ghana. A sample of 140 students between the ages of 29 to 45 years were drawn using simple random sampling. Psychological well-being scale and academic achievement questionnaire were employed for data collection. Research hypotheses 1 and 2 were analysed using Pearson correlation and independent sample t-test. Findings: The study reported a strong positive correlation between the psychological well-being and academic achievement. The study further that reported gender differences exist in psychological well-being and academic achievement. Findings revealed a statistically significant correlation existed between psychological well-being and academic achievement. Also, the study reported a statistically significant gender difference in psychological well-being and academic achievement. Unique contribution to theory, policy and practice: The study recommends that counsellors and psychologists should integrate psychological well-being theory and academic achievement theory to explain how psychological well-being influence academic achievement. The study recommends that University in collaboration with counsellors and psychologists should institute psychological well-being focused initiatives such as mindfulness training, peer support groups, and counselling services into postgraduate programmes. Also, it was recommended that universities should institute peer mentoring initiatives where students will be paired with train mentors for support and guidance.

Teacher Self-Efficacy as a Correlate of Academic Achievement Among Grade Seven Learners in Botswana.

Primary school academic achievement forms the foundation for societal progress and individual development of cognitive, emotional, and social competencies. However, in Botswana’s Kweneng Region, Primary School Leaving Examination (PLSE) scores have declined from 2018-2022. This is despite government interventions and stakeholder efforts to raise educational standards. While psychological predictors of academic achievement have been studied in Western countries, little research has been done in Botswana on how teacher self-efficacy and task motivation impact student performance. Therefore, this study aimed to investigate the correlation between teacher self-efficacy and the academic performance among grade seven learners. The study adopted a descriptive correlational design. A sample of 190 teachers were randomly selected from a core of 293 grade seven teachers in Kweneng region. Data collection was by filling questionnaires. The Teacher Self-Efficacy Scale was used to measure academic achievement whereas, academic achievement was measured using performance records. Bivariate correlational analyses established a significant weak but positive correlation between teacher self-efficacy and students’ academic achievement, r (198) = .20 p < .01. The findings of the study have key implications to practice, especially on teacher training to bolster teacher self-efficacy through professional development programs

Cognitive Engagement as Correlate of Academic Achievement among Form Four Students in the South East Region, Botswana

Academic Achievement is an essential part of learning, and it is the most important factor that leads to the attainment of one’s goals. Good academic achievement by students at Senior High school is of paramount importance in every educational system. On the same note, poor academic achievement persists and requires more research. The purpose of this study was to determine how cognitive engagement predicts academic achievement in the South East Region of Botswana. The Self-Determination Theory of Richard Ryan and Edward Deci (1985) guided this study. This research utilized a correlational research design while purposive sampling, stratified sampling and simple random sampling were used to select 502 Form four students. Data was collected through self-report questionnaires which comprise adapted scales for Cognitive Engagement Learning Strategies which comprised 16 questions. The targeted population was Form four students in public secondary schools in the South East Region, Botswana. A pilot study using 50 students from one secondary school in the region was conducted to check the validity and reliability of the instruments before collecting the actual data. A sample of 502 participants was selected from 5 public secondary schools. Academic achievement was inferred from students’ academic records. Descriptive and inferential statistical methods were utilised in SPSS version 25 to summarise the collected quantitative data. Descriptive statistics such as means, percentages and frequencies were used to summarise the collected quantitative data. The data demonstrated a weakly positive correlation (r (500) =.32, p <.01) between academic achievement and cognitive engagement. Education trainers through pre-service and in-service training should consider implementing required courses to assist instructors in cascading the knowledge, skills and abilities needed by trainees to support students in cultivating cognitive engagement in objectively supporting students to reach their academic achievement goals. To fully comprehend the relationship between cognitive engagement and academic achievement at the secondary school level, similar studies using a mixed study design should be explored.

Students’ Self-Regulation as Correlate of Academic Achievement in Biology in Public Secondary Schools in Orlu Education Zone, Imo State, Nigeria

The study investigated students’ self-regulation as a correlate of academic achievement in Biology in public secondary schools in Orlu Education Zone, Imo State, Nigeria. The study which adopted a correlation research design was guided by two research questions and hypotheses. The population for the study was 24,600 female students and male students. The sample size for the study was 200 female students and male students, from 5 intact classes of 40 students each, selected through a simple random sampling technique. One instrument, the “Students’ Self-Regulation Questionnaire” (SSRQ) was used for data collection. The instrument was validated by three lecturers in the Department of Educational Psychology, Alvan Ikoku College of Education, Owerri. The reliability of the instrument was established using test-retest method which yielded a coefficient of 0.86. Pearson’s Product Moment Correlation Coefficient (r) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. Results showed a moderate extent to which acceptance of responsibility and controlling one's learning correlate with academic achievement in Biology in public secondary schools in Orlu Education Zone. In addition, there is no significant correlation between acceptance of responsibility and academic achievement in Biology in public secondary schools in Orlu Education Zone. It was concluded that students’ self-regulation correlates with academic achievement in Biology in public secondary schools as students’ acceptance of responsibility and controlling their own learning for their learning are considered important correlates

Spatial and Numerical Abilities as Correlates of Academic Achievement in Economics

The school system's primary concern and essential function are improving students' academic performance and producing a pool of skilled human resources to help grow and develop a nation. Despite how vital economics is to society, several factors determine students' choices and interests, among which spatial and numerical abilities are significant. This has led to students’ inability to cope with real-life situations, self-independent, and basic entrepreneurial skills. The paper examined spatial and numerical abilities as correlates of academic achievement in Economics. Four research questions guided the study with three instruments to collect data analyzed using mean, standard deviation, and regression analysis at a 0.05 significance level. The results revealed that the mean of all items is higher than the criterion mean of 0.50. Students had a high level of spatial ability (0.50 < 0.91), but performance in numerical ability was poor (0.50 > 0.43). The relationship between the independent variable revealed a significant positive relationship (r= 0.17, p<0.05(0.00)). There was a significant effect of independent variables on the dependent variable (F(2,997)= 41.093; p<0.05(0.000)). Teachers should be trained on how to incorporate spatial ability in economics classes.

Academic Efficacy as Correlate of Students’ Performance: A Study on Adolescents of Lahore

The study was aimed to investigate role of Academic efficacy (AE)as correlate of academic achievement. The study was designed on quantitative paradigm which included 12 dimensions of academic efficacy. The population of this study were 800 college students, including 400 male and 400 female, which were gathered by multistage sampling technique. Standardized research instrument was adopted for measuring academic efficacy, while the last exams percentage of students was used to measure the academic performance. Data was analyzed using t-test, and Pearson correlation r. Results indicated a significant correlation between Academic efficacy (AE)and academic performance. It is therefore recommended that the teachers and parents should play their role in enhancing students’ Academic efficacy (AE)to improve their quality of performance

Academic Motivation as a Correlate of Academic Achievement in English Language among Senior Secondary School Students in ORLU Education Zone of Imo State

This study investigated academic motivation as a correlate of academic achievement in English language among senior secondary school students in Imo State. The study was directed by three research questions, and three null hypotheses were evaluated at a significance level of 0.05. The correlational research design was used in this study. The area of the study is Orlu Education Zone of Imo State Nigeria. The population of the study consisted of all the 1,569 senior secondary year two (SS2) students in the 156 public secondary schools in Orlu Education Zone of Imo State. The whole population size of 1,569 was used as the sample size because it was considered manageable by the researcher. The students’ academic motivation questionnaire (SAMQ) was adapted from ‘Students’ Motivation towards Science Learning (SMTSL) Questionnaire’ which was a 20-item questionnaire. The academic achievement test was measured by English Language examination scores derived from SS 2 English Language students’ termly results for 2021/20222 academic session. The Students' Academic Motivation Questionnaire was an adapted tool, therefore it underwent face validation by professionals. Cronbach Alpha Method was used to determine the internal consistency of SAMQ and a co-efficient of 0.77 was obtained. Frequency counts, percentages and Pearson Product Moment was used to answer the research questions while correlated samples t-test was used to test the null hypothesis at 0.05 alpha level. The results showed that there is very weak negative and significant association between secondary school students’ academic motivation and their academic achievement in English language. Based on the findings, it was recommended amongst others that since academic motivation did not influence secondary school students’ academic achievement; it is recommended that teachers/parents should find other means of boosting students or their wards’ desire to learn so as to achieve higher academically.

THE HOME AND SCHOOL ENVIRONMENT AS CORRELATE OF ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE AMONGST STUDENTS WITH HEARING IMPAIRMENT IN OBIO-AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE

The study examined home and school environment as correlate of academic achievement in English Language amongst students with hearing impairment in Obio/Akpor Local Government Area. Correlational research design was used for the study. Three research questions and three null hypotheses were formulated to guide the study. The population of the study consisted of (65) 35 females and 30 male senior secondary school students with hearing impairment in Obio/Akpor Local Government Area. Stratified random sampling technique was used to select 50 respondents with age ranging from 13-22 years for the study. A self-designed questionnaire titled: ‘Home and School Environment Questionnaire (HSEQ) and English Language Achievement Test (ELAT) was used for data collection. The reliability coefficient for (HSEQ) was r=0.80 and (ELAT) was r=0.70. Pearson Product Moment Correlation was used in answering the research questions and testing the null hypotheses at 0.05 level of significance. The study revealed that there was a high positive and significant relationship between parents’ educational attainment, family size, and class size, on academic achievement in English Language among students with hearing impairment in Obio/Akpor Local Government Area. It was recommended among others that; Government and other well-meaning individuals should assist in the decongestion of our already over populated classrooms in order to aid students’ academic achievement across all subject areas.

Narcissism and Self-Esteem as Correlates of Secondary School Students’ Mathematics Academic Achievement in Anambra State

The impact of narcissism and self-esteem on academic achievement has long been an important issue in developmental research. The study aimed to explore the students’ narcissism and self-esteem as correlates of academic achievement in Mathematics in Anambra State. Five research questions and five null hypotheses guided the study. The study adopted a correlational approach. The population of the study comprised of 21204 SS2 students from which a sample of 630 was drawn. Multi-stage procedure was used to select the sample. Two standardized research instruments namely; Narcissistic Personality Inventory (NPI), and Self-esteem Questionnaire (SQ), as well as score from students’ promotional examination were used for data collection. Cronbach’s alpha was used to determine the reliability of the items in the instruments. The overall reliability coefficient was 0.75 which shows that the instrument was reliable and good for the study. The Pearson Product Moment Correlation was used to answer research questions 1 to 4 and to test hypotheses 1 to 4, while the research question 5 and hypothesis 5 were answered and tested with multiple correlations. The findings showed that students’ power narcissism recorded a very low positive relationship with academic achievement in mathematics. Findings also revealed that the multiple correlation of these variables is positively non significant with academic achievement in mathematics. Based on these findings, it was recommended that as narcissistic individuals believe strongly that they are better than others, teachers and counsellors should develop a strategy to enhance the confidence and ability in the students as these will help them to become life long learning individuals thereafter.

Academic Motivation and Self-Esteem as Correlates of Academic Achievement in English Language among Senior Secondary School Students in Imo State

This study investigated academic motivation and self-esteem as correlates of academic achievement in English language among senior secondary school students in Imo State. Three research questions guided the study while three null hypotheses were tested at 0.05 level of significance. This study adopted correlational research design. The area of the study is Imo State Nigeria. The population of the study consisted of all the 5,498 senior secondary year two (SS2) students in the 456 public secondary schools in Imo State. A sample of 1,200 SS2 English language students was used in this study using proportionate sampling technique. The students’ academic motivation questionnaire (SAMQ) was adapted from ‘Students’ Motivation towards Science Learning (SMTSL) Questionnaire’ which was a 20-item questionnaire. The students’ Self-esteem Scale (SES) was a 30-items questionnaire used to ascertain self-esteem of SS 2 English Language students. The academic achievement test was measured by English Language examination scores derived from SS 2 English Language students’ termly results for 2019/2020 academic session. Students’ Academic Motivation Questionnaire was an adapted instrument and therefore subjected to face validation by three experts. Cronbach Alpha Method was used to determine the internal consistency of SAMQ and a co-efficient of 0.81 was obtained. Pearson Product Moment was used to answer the research questions while correlated samples t-test was used to test the null hypotheses at 0.05 alpha level. The finding revealed that there is very weak negative and significant relationship between secondary school students’ academic motivation and their academic achievement in English language. The finding also revealed that there is a weak negative and significant relationship between secondary school students’ self-esteem and their academic achievement in English language. Based on the findings, it was recommended amongst others that parents and teachers should team up to encourage their students in building their positive self-esteem and to provide basic needs of their children/ward which are related to their teaching subjects in order to improve their academic performance.

Relation between stress, time management, and academic achievement in preclinical medical education: A systematic review and meta-analysis.

Identifying the learners' problems is important. Besides, many factors are associated with academic failure, among which time management and stress are more important than any others based on evidence. By using a systematic review and meta-analysis, this study aims to synthesize the findings of studies about the correlation of time management and stress with academic failure to suggest a more in-depth insight into the effect of these two factors on academic failure. Four databases were searched from the inception of January 2018. Publication bias was evaluated visually using funnel plots and sized up by Egger's test. Ninety-four articles were found to be qualified for inclusion after full-text review and additional manual reference made. Of these, 8 were studies of educational interventions that were reviewed in this paper. Regarding the relation of stress and academic performance, the Funnel plot (results not shown) and Egger's test showed no publication bias in the studies (P = 0.719). Based on this result, the estimated pooled correlation (reverted by hyperbolic tangent transformation) between stress and academic performance was found to be -0.32 (95% confidence interval: -0.38–-0.25). In conclusion, the review recognized a series of potentially mutable medium-to-large correlates of academic achievement, time management, and stress. It would be essential to have experimental data on how easily such self-regulatory capacities can be altered, and these interventions could help students enhance their potential, providing empirical tests for offered process models of academic achievement.

Students' Perceived Parental Involvement in Their Learning as Correlate of Academic Achievement Among Secondary School Adolescents

Students' Perceived Parental Involvement in Their Learning as Correlate of Academic Achievement Among Secondary School Adolescents

Relationship between School Characteristics and Students’ Academic Aspiration: The Case of Public Secondary Schools in Laikipia County, Kenya

Students’ academic performance is dependent on many factors, the study focused on academic aspiration which was construed as a critical correlate of academic achievement. The study presumed that knowledge on academic aspiration may help to explain why students could be performing lowly in KCSE examination. To this end, the study sought to find out whether or not aspiration would differ across schools with different characteristics. Two schools characteristics were focused by the study: whether a school was single sex or coeducational on the one hand, and level of school’s performance in KCSE examination. Using ex post facto research design, data were collected using personally delivered questionnaires from 375 secondary schools students in the study locale and subsequently analyzed using χ2 test at .05 alpha level. The findings indicated that level of academic aspiration was higher in boys’ only schools compared with girls’ only and coeducational schools. The revealed differential levels of academic aspiration was statistically significant (χ2= 5.620; df= 6; p< .05) and relatively strong (Cramer’s V= 0.205). The results also indicated that students’ academic aspiration increased with increase in school’s level of KCSE examination. The differential effect of school’s KCSE examination performance status on academic aspiration was similarly statistically significant (χ2= 12.78; df= 15; p< .05) and very strong (Cramer’s V=0.811).

Self Concept as a Correlate of Academic Achievement: A Review Analysis

Academic achievement is the central aim of all formal educational efforts is, on the part of the students. Even though, it is desirable to have all-round development as a goal of educational process, where academic achievement would be just one of the dimensions; but in most of the educational institutions, academic achievement continues to be the exclusive concern, narrowing down the very concept of educational process. Nevertheless, it is important to note that achievement in curricular subjects is not an independent phenomenon. Rather, it is directly influenced by a number of factors, some of which are personal to the individual while many others are located in the environment in which learning process takes place. Thus in order to fully understand the concept, as well as, the process of academic achievement, it is imperative to identify and explore various factors related to the academic achievement. This paper primarily laid emphasis on self concept, its development and how it relates to the academic achievement of adolescents. As a good self–concept enables a child to accept responsibility to achieve success in school and to grow into a productive member of society while a poor self concept leads to difficulty in accepting responsibility, fear, apathy, anxiety, defensiveness and lack of success in school.

Gender differences in the correlates of academic achievement among university students

PurposePrior research has highlighted gender differences in academic motivational attributes, and how these predict academic achievement for each gender; however, a vast amount of inconsistency exists amongst such literature. The purpose of this paper is to examine the predictive value of academic motivation (achievement goal, leaning goal, performance goal (PG), self-efficacy (SE), and active learning strategies (ALS)) and study time in explaining academic achievement amongst male and female students.Design/methodology/approachCross-sectional survey design was applied. Participants were sampled opportunistically, and consisted of final year undergraduate students, including both males (n=126) and females (n=189) attending various courses at a UK university.FindingsA multiple regression analysis carried out for each gender revealed that study time, ALS, PG, and SE were significant predictors of achievement for males, whereas SE was the only significant predictor of achievement for females.Originality/valueThese findings offer practical implications in terms of methods employed by educators to enhance academic achievement. Such implications highlight the importance of the development of SE in both genders and propose methods in which universities can enhance motivation in male and female students. Recommendations for future research are also made.

Study Habits in Relation to Socio-Economic Status and Gender among Muslim Adolescents

ABSTRACT: Students’ educational outcome is greatly influenced by number of factors. Study habits of students and their parental socio-economic status are two such correlates of academic achievement, which have been studied repeatedly during the past five decades. According to D.P. Smith (1961) study, habits included student’s habits of concentration, note taking, time budgeting, and study method. Research studies indicate that academic achievement of Muslim adolescents in India at secondary level is far behind than their Non-Muslim counter parts and poor academic performance is one of the reasons of school dropouts. The present research is a humble attempt to examine the study habits of Muslim adolescents belonging to different socio-economic strata of the society. The study is descriptive and statistical in nature. Standardized scales have been used to collect the data from a sample of 208 Muslim students. The data was subjected to statistical analysis by applying Mean (M), Standard Deviation (SD), product moment correlation (r), and t-test. Findings of the study indicate that significant difference exists in the study habits of Muslim adolescents in relation to gender, significant and positive relationship exists between study habits and socio-economic status. High SES (Socio-Economic Status) and Low SES Muslim adolescents and similarly Middle SES and Low SES Muslim adolescents differed significantly with regard to their study habits where in both the cases going in favour of the upper SES groups. KEY WORDS: Study habits, socio-economic status, Muslim, adolescents, gender, academic achievement, secondary level, and significant difference exist. About the Authors: Dr. Nabi Ahmad and B. Razia are Professor and Research Scholar at the Department of Education AMU (Aligarh Muslim University) in Aligarh, Uttar Pradesh, India. For academic purposes, the authors can be contacted via e-mails at: nabiahmad@rediffmail.com and razianaushad.amu@gmail.com How to cite this article? Ahmad, Nabi & B. Razia. (2015). “Study Habits in Relation to Socio-Economic Status and Gender among Muslim Adolescents” in EDUCARE: International Journal for Educational Studies , Vol.8(1) August, pp.73-80. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (July 6, 2015); Revised (August 6, 2015); and Published (August 25, 2015).

English

The studies on the correlation of academic achievement have paved way for control and manipulation of related variables for quality results in schools. In spite of the facts that schools impart uniform classroom instructions to all students, wide range of difference is observed in their academic achievement. The study sought to determine the relationship between study habits and academic achievement of students. A survey design was employed in this descriptive correlation study. The target population included the 9th standard students at Spicer Higher Secondary School. Stratified random sampling was used to select the respondents, study habits inventory by N.M. Palsane and school examinations records was the main instrument for data collection. Quantitative method was used to analyze field data collected. Interpretation and recommendations of the findings was made accordingly as per computed Pearson’s product moment coefficient of correlation. Results of this study revealed a positive relationship of 0.66 between study habits and academic achievement. The results implied that the study habits need a significant attention if we are to improve performance. There was a clear finding that the teachers and students seem not to take effort in developing good study habits. Key words: Study habits and academic achievement.

Parental involvement as a correlate of academic achievement of primary school pupils in Edo State, Nigeria

This study investigated the relationship between parental involvement in children's education and the academic achievement of primary six pupils in Edo State, Nigeria. The ex-post facto research design was employed in this study. The sample consisted of 1895 primary six pupils (1024 males and 863 females drawn from 37,908 primary six pupils in Edo State, Nigeria. An instrument labeled (PIRS) was used to collect data from the sample. Data analysis indicated that parental involvement significantly influenced pupils' academic achievements in three core subjects, English Language, Mathematics and Integrated Science, in primary school and that the higher the parental involvement, the higher the achievement of pupils in the three core subjects. Based on these findings, it was recommended that parents be more involved in the education of their children/wards and that parents monitor their children's school attendance. In addition, school counsellors and educational psychologists should employ diverse approaches to achieve greater parental involvement in their schools.

Gender and Location as Correlates of Achievement in Number and Numeration Using Ethno Mathematics Approach in the Junior Secondary Schools in Benue State

This study investigated gender and location as correlates of academic achievement in number and numeration using ethno mathematics approach in Junior secondary schools in Benue State, Nigeria. This study therefore, sought to establish relationship between achievement and gender, then location and achievement using ethno mathematics approach in Obi and Oju Local Government Area of Benue State. The sample was 175 Junior Secondary two (Js2) students. The design of the study was quasi-experimental. It is pre-test post test control group design. Intact classes were used both for the experimental and control groups. The instrument for data collection was Mathematics Achievement Test in Number and Numeration (MATN). Data collected were analyzed using mean and standard deviation to answer the Research Questions, the Analysis of Covariance (ANCOVA) to test the Null Hypotheses. The findings of this research showed that there is no significant effect of gender on students' achievement in Number and Numeration when taught using Ethno mathematics approach. Secondly, location i.e. rural and urban setting affect significantly i.e. academic achievement of Junior Secondary School students when ethno mathematics approach was used. The researcher therefore concluded that ethno mathematics teaching approach has great effect towards enhancing achievement in mathematics. Based on the findings of this study, the researcher recommended that teachers of mathematics should recognize the special role ethno mathematics play in aiding students to understand the subject. Secondly, students should be made to relate the school Mathematics with home activities.

Exploring Parental Factors, Adjustment, and Academic Achievement Among White and Hispanic College Students

The purpose of this study was to examine whether college adjustment mediated the relationship between parental factors, such as parental attachment, parental education, and parental expectations, and academic achievement among White and Hispanic first-year college students. We found that adjustment mediated the relationship between parental factors—quality of the parental relationship and parental education—and GPA for White students. However, none of the parental factors explained GPA for Hispanic students. These findings support previous research asserting that correlates of academic achievement might vary across ethnic groups.