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Gender, age and religion as determinants of eating habit of youth in ikenne local government of Ogun state, Nigeria.
O Adeoye, B Adeoye
Edo Journal of Counselling , 2009,
Abstract: The study examined the influence of Age, Gender and Religion on eating habit of youth. It made use of simple random technique in selecting 400 youths within Ikenne local government of Ogun State, Nigeria. The age range of the respondents was between 15 years and 40 years with the mean age of 25.2 and standard deviation of 3.291. The ex-post facto research design was employed. A 20 item questions by Snell &Johnson (1997) named psychology of eating questionnaire (PEQ) was adopted with four subscales and used in generating data for the study. Data analysis involved the use of analysis of variance, and independent t-test. The results indicated that the three variables age, gender and religion taken together accounted for 30.2% of the variance in eating habit pattern and were found to the significant with {F3.397} = 5.214 . On the basis of this finding, it is then suggested that: Eating habit is affected by gender and age, nutritionist, social workers and those concerned with health should create more awareness on the poor eating habit as regards to healthy living.
Effectiveness of Vicarious Reinforcement and Contingency Contracting Techniques in Ehancing Academic Achievement of Impulsive Junior Secondary School Students in Lagos, Nigeria
A. A. Oyesoji,O. Taiwo
Pakistan Journal of Social Sciences , 2012,
Abstract: The study investigated the effectiveness of two interventions-vicarious reinforcement and contingency contracting in the enhancement of academic achievement of 120 impulsive Junior Secondary School (JSS) Students purposively sampled using a randomized process from 3 public schools in Lagos State, Nigeria. The study utilised a quasi experimental design and made use of the Impulsivity Assessment Scales for Students (IMASS) and validated achievement tests in English language and Mathematics. The results showed that participants in the experimental conditions performed better than their counterparts in the control group on the measure of academic achievement. Similarly, vicarious reinforcement was found to be more effective than contingency contracting in enhancing academic achievement of impulsive participants. The implications of these findings were highlighted in the study.
Influence Of Early Literacy Parental Involvement On Science Achievement Of Junior Secondary School Students In Nigeria
BD Oludipe
Ethiopian Journal of Education and Sciences , 2010,
Abstract: Influence of early literacy on science achievement of Junior Secondary School students was examined in this study. The sample consisted of 360 Junior Secondary School II (JSSII) students(162 females and 198 males, mean age 13.47years, SD= 0.746) randomly selected from 12 co-educational junior secondary schools in Osun state, Nigeria. An achievement test (Integrated Science Achievement Test, ‘INSAT’) and a questionnaire (Early Literacy Parent Involvement Questionnaire, ‘ELIPIQ’) were used for data collection. The Cronbach coefficient alpha value for the questionnaire was found to be 0.62 while Reliability estimates of 0.74 was established for the achievement test. Findings revealed that: of the 360 parents involved in this study, only about 20.8% were highly involved in their children’s early literacy acquisition; parental involvement in literacy acquisition of boys was more than that of girls, though this difference was not significant; a positive relationship between parental involvement in early literacy acquisition and students’ science achievement was found and, parental involvement in children’s early literacy acquisition predicted only 0.280 (28%) of the variation of achievement in science (R2 = 0.280) and a positive but weak (r =0.183) significant relationship between parents’ educational attainment and their involvement in literacy acquisition of their children was also found. It was therefore recommended that parents should be more involved in early literacy acquisition of their children by spending time to read with them, share stories, recite rhymes, jingles, poetry, and so on.
Influence of Early Literacy Parental Involvement on Science Achievement of Junior Secondary School Students in Nigeria
BD Oludipe
Ethiopian Journal of Education and Sciences , 2009,
Abstract: Influence of early literacy on science achievement of Junior Secondary School students was examined in this study. The sample consisted of 360 Junior Secondary School II (JSSII) students(162 females and 198 males, mean age 13.47years, SD= 0.746) randomly selected from 12 co-educational junior secondary schools in Osun state, Nigeria. An achievement test (Integrated Science Achievement Test, ‘INSAT’) and a questionnaire (Early Literacy Parent Involvement Questionnaire, ‘ELIPIQ’) were used for data collection. The Cronbach coefficient alpha value for the questionnaire was found to be 0.62 while Reliability estimates of 0.74 was established for the achievement test. Findings revealed that: of the 360 parents involved in this study, only about 20.8% were highly involved in their children’s early literacy acquisition; parental involvement in literacy acquisition of boys was more than that of girls, though this difference was not significant; a positive relationship between parental involvement in early literacy acquisition and students’ science achievement was found and, parental involvement in children’s early literacy acquisition predicted only 0.280 (28%) of the variation of achievement in science (R2 = 0.280) and a positive but weak (r =0.183) significant relationship between parents’ educational attainment and their involvement in literacy acquisition of their children was also found. It was therefore recommended that parents should be more involved in early literacy acquisition of their children by spending time to read with them, share stories, recite rhymes, jingles, poetry, and so on.
Study Habits and Academic Achievement in Core Subjects among Junior Secondary School Students in Ondo State, Nigeria  [PDF]
J.T.B. Oluwatimilehin,J.W. Owoyele
Bulgarian Journal of Science and Education Policy , 2012,
Abstract: This article investigates of the relationship between study habits and students’ academic achievement in core subjects at the junior secondary school level. The aim was to determine the relationship between various aspects of study habits including homework and assignments, time allocation, reading and note taking, study period procedures, concentration, written work, examination and teacher consultation and students’ achievement in English language, Mathematics, Integrated Science and Art. This was meant to provide clearer understanding of the phenomenon. The descriptive research design of an ex post facto approach was used in the study. A sample of 300 JS2 students was drawn using simple random sampling technique. A major hypothesis was raised leading to the application of correlation and stepwise linear regression analysis. Findings reveal that of all the study habits’ subscales, ‘teacher consultation’ was most influential while the ‘time allocation’ exercise, concentration, no taking reading and assignments were regarded as less integral to students’ academic performances. Therefore, regular counseling services to train students on study skills strategies were advocated in order to boost their study habit and enhance their academic achievement.
The Comparative Effects of Simulation Games and Brainstorming Instructional Strategies on Junior Secondary School Students’ Achievement in Social Studies in Nigeria
BA Adeyemi, YA Ajibade
African Research Review , 2011,
Abstract: The study investigated the comparative effects of simulation games and brainstorming instructional strategies on Junior Secondary School Students’ achievement in Social Studies in Nigeria. The study adopted a quasiexperimental design (3 x 2 non-randomized pre-test, post-test control group) comprising three groups made up of two experimental groups and one control. Simple random sampling was employed in selecting 240 students from six selected schools comprising two arms of JSS 2. Four instruments namely: “Social Studies Achievement Test” (SSAT), “Operational Guide for Simulation Games” (OGSG), “Operational Guide on Brainstorming” (OGB) and “Operational Guide for Teacher Exposition” (OGTE) were used with reliability coefficients of 0.84, 0.76, 0.81 and 0.78 respectively. Three research hypotheses were generated and tested. Data analysis was done using mean, standard deviation, and Analysis of Covariance (ANCOVA). Results revealed that there was a significant main effect of the treatment on students’ achievement in Social Studies (F(2,233) = 159.321; P < 0.05). Findings also indicated that there was a significant main effect of gender on students’ achievement in Social Studies. (F(1.233) = 20.687; P < 0.05) and finally, results showed that there was significant interaction effect of treatment and gender on students’ achievement in Social Studies (F(2.233) = 17.644; P < 0.05). Based on the findings of the study, recommendations were made.
Effect of Feedback and Remediation on Students’ Achievement in Junior Secondary School Mathematics  [cached]
Ajogbeje Oke James,Alonge Micheal Folorunso
International Education Studies , 2012, DOI: 10.5539/ies.v5n5p153
Abstract: The study investigated the effects of feedback and remediation as instructional strategies on junior secondary school students’ achievement in mathematics. The effects of gender and socio economic status on these learning outcomes were also examined. The sample for the study consisted of 240 junior secondary two (JSS II) students in intact classes of three co–educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi–experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students’ socio economic status (high, medium and low) and gender (male and female). Five research instruments including three Formative Tests I. II and III in Mathematics, Socio Economic Status Questionnaire (SESQ) and Mathematics Achievement Test (MAT) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post–Hoc Analysis. Results from the study revealed a significant effect of treatment on students’ achievement in mathematics. However, there were no significant effects of gender and socio economic status (SES) on achievement in mathematics.
Relationship Between Peer Influence, Pupils Interest in Schooling and Academic Achievement
Adika L.O,Toyobo Oluwole Majekodunmi
The Social Sciences , 2013,
Abstract: This study examined the relationship between peer influence, pupils interest in schooling and academic achievement. A total of 500 pupils were purposefully selected from 10 purposefully selected secondary schools in Ijebu-Ode, Ogun State, Nigeria. Two instrument namely: Interest in schooling scale with r = 0.79 developed by Mitchell and modified by Umoinyang to suit the Nigeria environment and a modified ten items peer effect rating questionnaire developed by Tella with r = 0.72 was used to gathered data on the study. Two research questions were developed to guide the study and data collected to answer the research questions were analysed using Pearson Product Moment correlation. The results indicate that both peer influence and pupils interest correlate significantly with academic achievement. Based on these findings recommendation on how pupils academic achievement can further be strengthened were highlighted to the Nigeria parents.
Three-Year Longitudinal Survey of Changes in Consciousness about Mathematics in Junior High School Students and Its Relationship with Academic Achievement  [PDF]
Kohei Okado, Noriyuki Kida, Takeshi Sakai
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.101004
Abstract: This study explored correlation between changes of consciousness and academic achievement about mathematics across the 3 years on junior high school in Japan. The purpose of this study was to develop and assess the item of consciousness about mathematics in junior high school. For that reason a 3-year longitudinal survey was conducted in a private junior high school for three generations. First, an exploratory factor analysis was conducted, which extracted two factors: “Interest score” and “Quantitative learning score”. Then, correlations between the two factors and academic achievement were investigated. Results indicated that Interest score had a strong correlation with academic achievement for mathematics and the Quantitative learning score had a weak correlation with academic achievement. These results suggest that educational activities focusing on the consciousness about mathematics are useful for improving mathematical education of junior high school students.
Gender, Need-Achievement and Assertiveness as Factors of Conceptions about Math among Secondary School Students in Ogun State, Nigeria  [cached]
S. E. Oladipo,A. A. Arigbabu,Rufai Kazeem
Review of European Studies , 2012, DOI: 10.5539/res.v4n4p141
Abstract: This study investigated the influence of Gender, need-achievement and assertiveness on conceptions about math among senior secondary school students in Ijebu-Ode Local government area of Ogun state. Using an ex-post facto survey research design and multiple sampling methods, a total of 350 participants participated in the study. 127 (36.3%) were male, 223 (63.7%) were female. 150 (42.9%) were from female only schools, 150 (42.9%) were from co-educational schools and 50 (14.3%) from male only schools. Validated scale was used for data collection. The two hypotheses stated were rejected based on statistical insignificance. There was no significant relationship among gender, need achievement, assertiveness and conceptions. It thus follows that there are other variables, (apart from the ones that were considered in this study) that significantly influence conceptions about mathematics among secondary school students. Attention should therefore be focused on further studies in this area, in order to be able to pigeon-hole the factors that may account for the different conceptions about math, so that right measures will be applied to help students change the wrong conceptions and be better in mathematics as a school subject.
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