Dr Owoyele is a counselling psychologist, a specialist psychometrician with profound interest in learning strategies, academic achievement and memory improvement techniques. He is an experienced teacher whose teaching experience covers virtually all levels of education from elementary to tertiary education levels. He has published in several academic journals across the globe. Supervisors: Prof. O. P. Olagunju and Prof. O.A.T. Sotonade
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.
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
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.
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.
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 the relationship between stress management skills and academic achievemen... more This study investigated the relationship between stress management skills and academic achievement of undergraduate students in two Nigerian universities. A total of 800 undergraduate students randomly selected from two universities participated in the study. Three null hypotheses were tested using data generated from research instruments. The instruments included a modified stress management scale adopted from its original form found in Blonna (2005). It has reliability co-efficient of 0.81. Data generated from this instrument were correlated with current students’ grade point average scores (G.P.A) using Pearson product moment correlation method. Results showed strong positive relationship between stress management skills and academic achievement. The relationship still exists when the data for each of the two genders were processed separately. It was recommended that stress management skills training should be given prominence in universities’ guidance and counselling programmes while concerned authorities should endeavour to provide facilities that may help to reduce academic stress.
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.
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
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.
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.
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 the relationship between stress management skills and academic achievemen... more This study investigated the relationship between stress management skills and academic achievement of undergraduate students in two Nigerian universities. A total of 800 undergraduate students randomly selected from two universities participated in the study. Three null hypotheses were tested using data generated from research instruments. The instruments included a modified stress management scale adopted from its original form found in Blonna (2005). It has reliability co-efficient of 0.81. Data generated from this instrument were correlated with current students’ grade point average scores (G.P.A) using Pearson product moment correlation method. Results showed strong positive relationship between stress management skills and academic achievement. The relationship still exists when the data for each of the two genders were processed separately. It was recommended that stress management skills training should be given prominence in universities’ guidance and counselling programmes while concerned authorities should endeavour to provide facilities that may help to reduce academic stress.
Abstract: The study investigated parental will, peer pressure and academic achievement as correla... more Abstract: The study investigated parental will, peer pressure and academic achievement as correlate of subjects’ selection by students in Senior Secondary Schools in Ogun State. The aim was to determine the predictive potency of these factors (parental will, peer pressure and academic ability) on students’ choice of subjects with a view to providing appropriate counselling for students. A sample of 1000 students was randomly drawn to participate in the study. The School Subject Factor Questionnaires (SSFQ) developed and validated by the researchers was used for data collection. The instrument had internal consistency of 0.88 on Cronbach alpha and yielded 0.83 co efficient of reliability from 2 administrations with 2 weeks interval. Two research questions were answered using regression analysis. Findings revealed the combined significant predictive potency of parental will, peer pressure and academic ability on students’ choice of school subjects. Further analysis revealed that peer pressure was the most potent predictor, followed by parental will, while academic ability was the least predictor of students’ choice of school subjects. Adequate academic and career guidance and counselling services were recommended to guide students in choosing school subjects at the senior secondary school level.
Abstract
This study is an investigation of the relationship between study habits and students’ a... more Abstract 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. Mail the author on owotopbest@yahoo.com
Abstract
This is an investigation of the moderating effect of socio-economic background on the r... more Abstract 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.
Explain major concepts of the discourse especially the concepts of 'attitude' and 'profession'. i... more Explain major concepts of the discourse especially the concepts of 'attitude' and 'profession'. ii. Identify and discuss teachers' professional duties. iii. Highlight and examine prominent teachers' negative attitude to professional duties. iv. Enumerate and illustrate with practical examples desirable positive attitudes to professional duties. v. Use practical skills designed to facilitate attitudinal changes.
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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.
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.
Mail the author on owotopbest@yahoo.com
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.