Theses and Dissertations Abstracts

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Browsing Theses and Dissertations Abstracts by Subject "Academic"

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    Relationship between students’ study habits and academic achievement
    (Obafemi Awolowo University, Ile Ife, Nigeria, 1986) Adeyemo, Aderonke Olatokunbo
    This study examined the relationship between the study habits of students and their academic achievement. A total of 240 (135 males and 105 females) Form Four students in six secondary schools in the city of Ibadan, participated in the study. One study habits questionnaire was used to collect data about their study habits. Their past records were used as a measure of their academic performance. Correlation analyses, t-test analysis, X2 -analysis were used to analyses the data. The statistics obtained were considered significant at the 0.05 level. Results of the analysis showed that 1. There is a significant relationship between the study habits and academic performance of students. 2. The study habits of high and low achievers are significantly different. 3. There is no significant difference in the study habits of boys and girls. 4. The study habits of girls in mixed schools and girls in only-girls schools are not significantly different. 5. The study habits of boys in mixed schools and boys in only-boys schools are not significantly different. It was therefore suggested that counselors and teachers inform students about those study habits which would help them to retain and easily recall what they have learnt. Teachers are also specifically urged to make learning meaningful to their students
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    The relationship between teachers' qualification, availability of relevant equipment and students' performance in school certificate biology
    (Obafemi Awolowo University, Ile Ife, Nigeria, 1985) Ogunleye, Adedokun M.
    This study investigated the relationship between qualifications, availability of relevant equipment and performance in West African School Certificate (WASC) Biology (1979). Three types of questionnaire were used (a) qualifications questionnaire (XQ), (b) availability of relevant equipment questionnaire (YEQ) and (c) School Certificate Biology result for I979 questionnaire (ZR). The YR ,and XQ questionnaires were used to collect information from relevant schools and the west African Council's (WAEC) records. Following the analyses of the data the result showed that there was positive relationship between teachers' academic and professional qualifications and the quality of West African School Certificate (WASC) biology examinations results. There was positive relationship between teachers' academic and professional qualifications and the quality of West African School Certificate (WASC) biology examinations results. There was positive relationship between teachers' academic and professional qualifications, availability of relevant- biology equipment, and quality of WASC biology result. It was also found that academic and professional qualifications did not influence the selection of relevant equipment for school certificate biology class and the quality of school certificate biology result. It was recommended that agencies involved in running schools should make sure that qualified experienced teachers and relevant Biology equipment should be provided in schools presenting candidates for West African Examination Council's school certificate biology examinations.
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    Shrinkage of multiple correlation in National Common Entrance Examination Scores
    (Obafemi Awolowo University, Ile Ife, Nigeria, 1985) Atanda, Salawu Alao
    The study examined the stability of predictive validities obtained by Ojerinde (1974) on the prediction of academic success from the National Common Entrance Examination (NCEE) scores. A sample of 266 candidates collected from three Federal Government Colleges was used, The data collected included the scopes obtained by each candidate on Arithmetic, English, Verbal and Quantitative Aptitude tests in the NCEE. The criterion variables were grades on Mathematics, English and a composite of the best six school certificate papers. The major hypothesis tested was that there would be no significant shrinkage of multiple correlation between the observed and the predicted criterion scores, Multiple regression and Ftest were used to analyse the data. In the prediction of Mathematics and English Language each from Arithmetic, English, Verbal and Quantitative Aptitude tests, the shrinkage of multiple correlation was not significant at p< 0.05 level. The shrinkage of multiple correlation in predicting overall performance in school certificate examination using the same predictor variables was significant at p< 005 level, However, there was no significant shrinkage of multiple correlation in the prediction of 11 performance from combination of Arithmetic quantitative Aptitude test on one hand and English and Verbal Aptitude test on the other hand at p<0.05 level. The study further found that there was a significant relationship between the predicted and observed criterion scores at p <0.05 level. There was no orthogonality among the predictors and no stability in the regression weights from sample to sample. It was concluded that it would be erroneous to transfer the predictive validities established on a sample to another similar sample without cross-validation.