Books by Dr J.W. Owoyele
The Journal of Positive Psychology and Counselling, 2023
This study investigates depression and learned helplessness as determinants of street hawking amo... more This study investigates depression and learned helplessness as determinants of street hawking among adolescents in Ibadan metropolis, Oyo State. This study adopted a descriptive research design of survey type. Three hundred participants were selected from three secondary schools in the metropolis using stratified sampling technique. The ages of the participants ranged between 11 and 24 years with a mean of 12.88 years (SD= 8.46). Three research questions were answered using multiple regression analysis and Pearson Product moment correlation. The findings revealed a significant positive relationship between street hawking and depression (r = .315, n= 300, p <.05), Learned helplessness (r = .215, n= 300, p <.05). The two variables jointly accounted for 57.3% variance in the determinant of street hawking among the participants. The independent variables made a positive relative contribution to street hawking in the following order: Depression contributed most to the determinant of street hawking among secondary school adolescents in Ibadan (Beta= .987; t= 5.498;p<0.05) followed by learned helplessness (Beta= .144; t= 2.592;p<0.05). Based on this finding, it is recommended that family welfare policies and collaborative efforts from non-governmental Organizations, Civil Society Groups and community-based organizations be used to reduce depression and helplessness in children in order to reduce the rate of street hawking. Moreover, counselors should provide professional services that can help children overcome depression and learned helplessness.
Al-Hikmah Journal of Educational Management and Counselling, 2024
This study was carried out mainly on work exhaustion, organisational culture and occupational hea... more This study was carried out mainly on work exhaustion, organisational culture and occupational health and safety management as determinants of turnover intention among lecturers in Nigerian Universities. A descriptive research design of correlation type was adopted for this study and the sample was selected using a multi-stage sampling procedure. The study adopted a simple random sampling technique to select 3,000 participants within the selected Federal and State Universities. A stratified random sampling technique was adopted in selecting lecturers from faculties and colleges. Researcher structured Turnover Intention Scale (r = 0.76), an adapted Organisational Factors Scale with three sub-scales: Work Exhaustion (r = 0.72), Organisational Culture (r = 0.79) and Occupational Health and Safety Management (r = 0.83) were used for data collection. Data collected from the questionnaire administration was properly computed in the Statistical Package of Social Science (SPSS) and analysed using mean and standard deviation (SD) used in answering the research question and the decision rule was based on an average mean of 2.50. Therefore any item with the mean of 2.50 and above was considered high while any item below 2.50 is considered low. Regression analysis for research hypotheses one to three and multiple regression analysis for research hypothesis four at 0.05 alpha level of significance. With an average mean of 2.12, the findings of the study suggest that there is a low rate of turnover intention among lecturers in Nigerian Universities. Work exhaustion (β =-.112), organisational culture (β = .200) and occupational health and safety management (β =-.104) contribute to turnover intention among lecturers. It was also found that work exhaustion (β =-.063), organisational culture (β = .238) and occupational health and safety management (β = .078) jointly contribute to the turnover intention of lecturers in Nigerian Universities. It was therefore recommended that university management should provide incentives to retain their lecturers to keep the standard of the institution intact. Furthermore, educational policy-makers are encouraged to improve welfare packages such as remuneration, allowances, and office and classroom conduciveness.
Field experiences are integral parts of teacher training curricular as they provide opportunities... more Field experiences are integral parts of teacher training curricular as they provide opportunities for teacher-trainees to put into practice all the teaching theories, principles and skills they have acquired over the years. However, keen observations suggest that supervisors who go to field to see these teacher-trainees are more concerned about the evaluative value of the exercise than the far reaching implications of the exercise for enriching teacher training quality. Therefore, using data from the Nigerian Premier University of Education teaching practice students’ self-report as well as supervisors’ reports, this study identified common flaws in teacher-trainees field experiences. Some of the commonest flaws include stage freight, inability to swing methods where necessary, teaching in abstract and flawed class management. The study recommends that micro-teaching courses should be enriched to enable teacher-trainees learn and practice these basic skills before going for their field experiences.
This paper discusses some counselling tips capable of firing individual's ingenuity, creativity a... more This paper discusses some counselling tips capable of firing individual's ingenuity, creativity and entrepreneurial skills. The aim was to re-direct youths' interest, energy and focus towards small scale businesses which have the potency to reduce youth unemployment, increase enterprises and facilitate national socio-economic development. The paper discusses the concept of entrepreneurship, describes who the entrepreneur is and identifies various impediments to the development of small scale businesses in Nigeria. The various challenges were discussed with a view to preparing would-be entrepreneurs for those challenges so that whenever they confront the enterprises, individuals would be able to apply appropriate counselling principles capable of ameliorating their effects on the business. Various counselling principles including valueclarification, ego-boosting techniques, time and resources management techniques in relation to entrepreneurial skills development and small scale business management were discussed. Similarly, the paper made some recommendations which if properly implemented may facilitate entrepreneurial skills development among Nigerian youth.
It is a known fact that governments alone can no longer shoulder the responsibility of education;... more It is a known fact that governments alone can no longer shoulder the responsibility of education; hence, there is a need to consider other stakeholders whose contributions may help to salvage the situation. This study was carried out to investigate the effect of community and private participation in infrastructural and sustainable quality of secondary education in Ogun State. Descriptive survey research design was used. Ten (10) Secondary Schools were randomly selected while 42 teachers 112 community members and 54 private secondary school owners were selected for the study. Pearson Product Moment Correlation Coefficient was used in analyzing the data. The major instrument used is questionnaire tagged Community and Private Participation in Secondary Education Questionnaire (CPPSEQ) while the SSCE conducted by WAEC and NECO in the last 5 years were used to measure the impact of the intervention of communities and private bodies on secondary education. The result revealed significant contributions of community and private bodies to the development and enhancement of infrastructure and quality service delivery in secondary education. It was recommended among other things that the ideal secondary school should be jointly administered by the government and members of the host community through the CDA, PTA, school based management committee and old student associations. Government should provide enabling environment for the private sector to thrive through proper legislations and concessions without necessarily compromising standard. Individuals and corporate bodies should be encouraged to invest in Secondary Education for enhanced infrastructural and academic quality.
CONTENTS
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology... more CONTENTS
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology of education
Research designs in psychology
HUMAN DEVELOPMENT
Concept of development
Stages of human development
Cognitive development
Personality theories
PSYCHOLOGY OF LEARNING
Meaning and nature of learning
Phases, processes and conditions of learning
Theories of learning (S-R & Gestalt)
Sensation and perception in learning
Memory, remembering and forgetting
Motivation and reinforcement
Transfer of learning
Study techniques and test anxiety
Educational casualties
CONTENTS
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology... more CONTENTS
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology of education
Research designs in psychology
HUMAN DEVELOPMENT
Concept of development
Stages of human development
Cognitive development
Personality theories
PSYCHOLOGY OF LEARNING
Meaning and nature of learning
Phases, processes and conditions of learning
Theories of learning (S-R & Gestalt)
Sensation and perception in learning
Memory, remembering and forgetting
Motivation and reinforcement
Transfer of learning
Study techniques and test anxiety
Educational casualties
CONTENTS
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology... more CONTENTS
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology of education
Research designs in psychology
HUMAN DEVELOPMENT
Concept of development
Stages of human development
Cognitive development
Personality theories
PSYCHOLOGY OF LEARNING
Meaning and nature of learning
Phases, processes and conditions of learning
Theories of learning (S-R & Gestalt)
Sensation and perception in learning
Memory, remembering and forgetting
Motivation and reinforcement
Transfer of learning
Study techniques and test anxiety
Educational casualties
Papers by Dr J.W. Owoyele
African Journal of Educational Management, 2016
Mathematics Connection, 2010
This study investigated the way adolescents spend their time daily in recent times with particula... more This study investigated the way adolescents spend their time daily in recent times with particular focus on the number of hours spent on things considered to be most paramount by the adolescents especially academic activities, social media and relaxation. The aim was to find out the relationship between daily time use and the recurring yearly mass failure of high school students in school certificate examinations. Using the descriptive research design in form of ex post facto study, the Daily Time Usage Checklist (DTUC) designed by the researcher was used in collecting data for the study. Participants’ current records of academic performance were also collected to supplement the data. Findings revealed that adolescents now spend most of their time on social media, followed by relaxation while the least time is spent on academic activities. The implications for learning and educational counselling were established while it was recommended that adolescents should be exposed to time-management skills while educators should device ways of exploring relaxation activities and social media as means of boosting adolescents’ interest in academics.
Keywords: adolescents, daily time usage, social media, relaxation and learning.
This is an investigation of stress, study habit and students’ academic performance in senior seco... more This is an investigation of stress, study habit and students’ academic performance in senior secondary schools. The aim is to enhance an understanding of factors influencing academic performance especially stress and study habits with a view to recommending measures that could mediate their influences and enhance students’ academic performance. To achieve these objectives, four research questions were raised and answered in the study. It is a descriptive survey involving a representative sample. Two research instruments; the Perceived Stress Scale with 0.92 co-efficient of reliability and Study Habits Inventory (SHI) with reliability co-efficient index of 0.83 were used in the study. In addition to the two instruments, participants’ average scores in their last terminal examinations were used as measures of their academic achievement. Findings revealed significant composite and relative contributions of each of the two independent variables (study habit and stress) to the prediction of academic performance of male and female students. Therefore, it is recommended that all students irrespective of their gender and educational levels should be exposed to stress management skills and encouraged to adopt good study habits in order to enhance their academic performance.
Keywords: stress, study habit, academic performance, secondary schools.
1This study examined resilience level, gender differences in resilience and influence of religiou... more 1This study examined resilience level, gender differences in resilience and influence of religious affiliation on resilience among undergraduate youth in Ogun state, Nigeria. Using a cross-sectional survey design and systematic random sampling technique, 284 [males 154 (54.2%) and females 130 (45.8%)] participants were surveyed. Data were collected using Wagnid and Young’s resilience scale. Results suggested that Nigerian youths are high on resilience. Gender did not significantly predict resilience among Nigerian youths. Religious affiliation significantly predicted resilience among participants.
Keywords: Nigeria, resilience, stressors, self-regulation, undergraduates, youth.
Field experiences are integral parts of teacher training curricular as they provide opportunities... more Field experiences are integral parts of teacher training curricular as they provide opportunities for teacher-trainees to put into practice all the teaching theories, principles and skills they have acquired over the years. However, keen observations suggest that supervisors who go to field to see these teacher-trainees are more concerned about the evaluative value of the exercise than the far reaching implications of the exercise for enriching teacher training quality. Therefore, using data from the Nigerian Premier University of Education teaching practice students’ self-report as well as supervisors’ reports, this study identified common flaws in teacher-trainees field experiences. Some of the commonest flaws include stage freight, inability to swing methods where necessary, teaching in abstract and flawed class management. The study recommends that micro-teaching courses should be enriched to enable teacher-trainees learn and practice these basic skills before going for their field experiences.
Keywords: teacher-trainees, field experiences, micro-teaching.
This study is an investigation of the relationship between study habits and students’ academic ac... more This study is an investigation 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.
Keywords: study habits, academic achievement, junior students, school subjects.
This study investigated causal attributions and affective reactions to academic
failure among und... more This study investigated causal attributions and affective reactions to academic
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
This study investigated causal attributions and affective reactions to academic
failure among und... more This study investigated causal attributions and affective reactions to academic
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
This study investigated causal attributions and affective reactions to academic
failure among und... more This study investigated causal attributions and affective reactions to academic
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
This study investigated causal attributions and affective reactions to academic
failure among und... more This study investigated causal attributions and affective reactions to academic
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
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Books by Dr J.W. Owoyele
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology of education
Research designs in psychology
HUMAN DEVELOPMENT
Concept of development
Stages of human development
Cognitive development
Personality theories
PSYCHOLOGY OF LEARNING
Meaning and nature of learning
Phases, processes and conditions of learning
Theories of learning (S-R & Gestalt)
Sensation and perception in learning
Memory, remembering and forgetting
Motivation and reinforcement
Transfer of learning
Study techniques and test anxiety
Educational casualties
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology of education
Research designs in psychology
HUMAN DEVELOPMENT
Concept of development
Stages of human development
Cognitive development
Personality theories
PSYCHOLOGY OF LEARNING
Meaning and nature of learning
Phases, processes and conditions of learning
Theories of learning (S-R & Gestalt)
Sensation and perception in learning
Memory, remembering and forgetting
Motivation and reinforcement
Transfer of learning
Study techniques and test anxiety
Educational casualties
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology of education
Research designs in psychology
HUMAN DEVELOPMENT
Concept of development
Stages of human development
Cognitive development
Personality theories
PSYCHOLOGY OF LEARNING
Meaning and nature of learning
Phases, processes and conditions of learning
Theories of learning (S-R & Gestalt)
Sensation and perception in learning
Memory, remembering and forgetting
Motivation and reinforcement
Transfer of learning
Study techniques and test anxiety
Educational casualties
Papers by Dr J.W. Owoyele
Keywords: adolescents, daily time usage, social media, relaxation and learning.
Keywords: stress, study habit, academic performance, secondary schools.
Keywords: Nigeria, resilience, stressors, self-regulation, undergraduates, youth.
Keywords: teacher-trainees, field experiences, micro-teaching.
Keywords: study habits, academic achievement, junior students, school subjects.
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology of education
Research designs in psychology
HUMAN DEVELOPMENT
Concept of development
Stages of human development
Cognitive development
Personality theories
PSYCHOLOGY OF LEARNING
Meaning and nature of learning
Phases, processes and conditions of learning
Theories of learning (S-R & Gestalt)
Sensation and perception in learning
Memory, remembering and forgetting
Motivation and reinforcement
Transfer of learning
Study techniques and test anxiety
Educational casualties
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology of education
Research designs in psychology
HUMAN DEVELOPMENT
Concept of development
Stages of human development
Cognitive development
Personality theories
PSYCHOLOGY OF LEARNING
Meaning and nature of learning
Phases, processes and conditions of learning
Theories of learning (S-R & Gestalt)
Sensation and perception in learning
Memory, remembering and forgetting
Motivation and reinforcement
Transfer of learning
Study techniques and test anxiety
Educational casualties
GENERAL INTRODUCTION
Nature, concept and branches of psychology
importance of psychology of education
Research designs in psychology
HUMAN DEVELOPMENT
Concept of development
Stages of human development
Cognitive development
Personality theories
PSYCHOLOGY OF LEARNING
Meaning and nature of learning
Phases, processes and conditions of learning
Theories of learning (S-R & Gestalt)
Sensation and perception in learning
Memory, remembering and forgetting
Motivation and reinforcement
Transfer of learning
Study techniques and test anxiety
Educational casualties
Keywords: adolescents, daily time usage, social media, relaxation and learning.
Keywords: stress, study habit, academic performance, secondary schools.
Keywords: Nigeria, resilience, stressors, self-regulation, undergraduates, youth.
Keywords: teacher-trainees, field experiences, micro-teaching.
Keywords: study habits, academic achievement, junior students, school subjects.
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
failure among undergraduates in the Nigerian premier university of education. The aim was
to determine the factors to which students attributed failure and their reactions to failure
with a view to stimulating appropriate counselling services to assist students who failed to
graduate at the end of their four year degree courses. The research used the descriptive
research design in form of an ex post facto approach. Sample was randomly selected from
among students running extra year courses in order to make up for essential courses they
failed and which debarred them from graduating at the end of the four year degree courses.
Data collection was done using Achievement Attribution and Reaction Questionnaire’
(AARQ) designed and validated by the researchers. It has 0.92 co-efficient of reliability.
Findings revealed that students attributed academic failure more to external factors than
internal factors. They also reacted negatively to academic failure. Remedial counselling
involving cognitive restructuring and achievement motivation were recommended to assist
students who failed examinations.
Keywords: Causal attributions, affective reactions, academic failure, undergraduates,
Nigeria.
This study is an investigation 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.
Keywords: study habits, academic achievement, junior students, school subjects.
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This is an investigation of the moderating effect of socio-economic background on the relative efficacy of self drills on factual recall and students’ achievement in English language in senior secondary school. The aim was to facilitate the improvement of factual recall and academic achievement among students of diverse socio-economic backgrounds. The study adopted an experimental research design using a 2 X 3 pre-test, post-test, randomized factorial design. Sample consisted of 120 Senior Secondary School Two (SS2) students. Four null hypotheses were tested at 0.05 levels while three instruments (Socio – economic Demographic Form, 20 item Word Recall Test and English Achievement Test) were used for data collection. Analysis of data using MANOVA, t-test, pair-wise comparison and descriptive statistics on the SPSS package revealed relative efficacy of self drills in fostering factual recall and achievement in English. There was significant moderating effect of socio-economic background on the effect of the treatment on achievement but no effect on factual recall. Schools should organize periodic workshops to train students on how to effectively use self drills and other learning strategies.
Keywords: self drills, factual recall, achievement in English, Nigeria.