REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of related literature and studies after the through and in-
depth search done by the researchers
Related Literature
According to the British Educational Research Journal, entitled “Students’ aspirations,
expectations and school achievement: what really matters?” claimed that the students with high
aspiration results a high academic achievement and gain higher educational behavior rather
than students with a low aspiration. Although the students with a low aspiration does not affect
their behavior when they are accompanied by the students with higher aspiration. The impact
of the environment in terms of the home and gender to the educational aspiration results that
female students have higher educational aspiration than male students due to the nurturance of
female in their home (Khattab, 2015).
In the journal of “Factors affecting the academic choices of academically talented
adolescents. Publications Talent Development” by Olamide, S.O. & Olawaiye, S.O. (2013),
among the secondary high school in Ikenne Local Government in the area of Orgun State, the
factors that determine their career choice led them into misconception for the Iknenne Local
Government Area was lacked in service, in terms of counselling that led the students to be half-
hearted in their choice and in that way the suggestion, influence and advise of their parents
have dominated them. The school authorities can provide counseling and guidance to parents
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for creating positive home environment for improvement in students’ quality of work. The
home environment also affects the academic performance of students. Educated parents can
provide such an environment that suits best for academic success of their children.
”Achievement Motivation in Relation to Academic Achievement of Students.
International Journal of Educational Planning & Admin” by Singh (2011), Motivation is the
most important factor to achieve something. Teachers as learning instrument become another
factor that influences students’ competence achievement. The teaching performance of a
teacher is one of the most essential factors that need to be considered. Teachers must have
measurable teaching performance quality, because they hold a very important role in the
learning process for the students. The quality of their teaching performance becomes the most
influential factor in the students’ achievement. The teaching of the teachers provides the cue to
motivate the students in improving and have better learning achievement.
According to Chambers and Schreiber (2004), in their book entitled “Factors Affecting
Students’ Quality of Academic Performance”, Students’ academic learning experience can
affect the selection, arrangement and the creation their own learning environment for their own
advantage. Academic Experience includes the Student Role Performance (SRP), the quality of
a student to fulfill the role as a student in a particular institution. The Student Role Performance
involves the gender, school effort and extra-curricular activities of the students. The interval
between the achievement of boys and girls has been determined that girls are better in showing
their performance rather than boys in some certain circumstances. Additionally, studies show
that girls perform better in reading and boys are greater in mathematics and science. Female
students perform better than the male students and the higher the socio-economic status of a
student will result to a higher effect on students’ academic performance. School effort defines
as “the amount of time and energy that students expand in meeting the formal academic
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requirements established by their teacher and/or school”, there are three types of school effort.
First, is the rule oriented effort that shows up and behave in class. Secondly, the procedural
effort that meets the specific class responsibilities such as passing assignments on time. Lastly,
the intellectual effort where critically thinking and understanding the curriculum. Therefore,
the student that possess the three categories of efforts will perform the best. School effort is
also an indicator of the students’ academic performance. The school efforts of the students are
linked with their test scores and academic performance both in direct and indirect ways.
Whereas, students that has high student effort leads to higher educational virtues which affects
the students’ performance indirectly. From a theoretical point of view extra-curricular activities
are viewed as boosting academic performance.
In the book entitled, “How leadership influences student learning Effective” by Kenneth
Leithwood [Link], which was published in 2004, stated that education leadership makes a
difference in improving learning. There’s nothing new or especially controversial about that
idea. What’s far less clear, even after several decades of school renewal efforts, is just how
leadership matters, how important those effects are in promoting the learning of all children,
and what the essential ingredients of successful leadership are. Lacking solid evidence to
answer these questions, those who have sought to make the case for greater attention and
investment in leadership as a pathway for large-scale education improvement have had to rely
more on faith than fact. This report by researchers from the Universities of Minnesota and
Toronto examines the available evidence and offers educators, policymakers and all citizens
interested in promoting successful schools, some answers to these vitally important questions.
It is the first in a series of such publications commissioned by The Wallace Foundation that
will probe the role of leadership in improving learning. It turns out that leadership not only
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matters: it is second only to teaching among school-related factors in its impact on student
learning, according to the evidence compiled and analyzed
