International Journal of Arts Humanities and Social Sciences Studies

Volume 5 Issue 10 ǁ October 2020

ISSN: 2582-1601
www.ijahss.com

Assessment of Poor Learning Strategies and Their Effects on

Academic Performance of Senior Secondary School Students in
Sokoto State
DR. H.S.ALEIRO
Department of Education Foundation, Faculty of Education, Kebbi State University of Science and Technology,
Aliero

Abstract:The aim of the paper is to highlight the factors responsible for poor learning strategy among students
and also examined the effects of these factors on student academic performance. Finally, conclusion and
recommendations were provided. However, it was recommended that using potential question to guide reading,
going over class notes, group discussions and techniques to prepare for examination are all important methods
of checking understanding, consolidating knowledge and integrated related information and identifying if
additional studying must be done.

Key words: Assessment, Learning Strategies, Academic performance, Senior Secondary School, Students.

I. Introduction

Learning strategy involves specific activities or plans used by the learner to help recall things better or
to perform learning task more effectively. It consists of rules and principles used to facilitate learning, which are
applicable to a variety of learning situations. It is a process that aims at improving performance of the learner. It
is purposeful and

goal oriented in terms of usability and acquisition.

In another development, learning strategy could be describe as a learning technique which present a
step by step instructional plan aimed at improving study skills, reading comprehension, note taking, test taking
skills, attention, concentration, and virtually all what is needed to improve students’ performance.

Seifat (1993) considered learning strategy as a mental event carried out by the learner to achieve a
desired goal. He emphasizes the role of thought processes in learning strategy. He maintains that students need
to be mentally active if learning is to occur. He notes that when students attend to information and try to
understand how new ideas relate to one another they are engaged in strategic learning. Having the above
background information on what learning strategy entails, what then are the factors responsible for poor learning
strategies among students.

II. Statement of the Problem

The difficulty arising from the learning process is largely as a result of lack of understanding about
how learning strategy could be use to address learning problems. The National Policy of Education (revised
1991) stressed the need for competence in both mental and physical abilities as equipment for individual to
contribute to the development of his/ her society. To develop mental ability, the students have to master the
rudiments of learning fundamentals hence the need for learning strategy.

These difficulties experienced in learning if left unchecked, will increase the rate of students’ poor
performances at all levels of education. Imorgie (1993) attributes poor performance of students in examination
to ineffective learning system. Therefore, for students to perform academically better, they must be proficient in
the learning process.

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Assessment Of Poor Learning Strategies And Their Effects On Academic Performance Of Senior

III. Significance of the Study

Learning strategies afford students the opportunity to have specific action plan for learning which
enables them to remember and perform learning task better (Seifat,1993).Learning strategy provides
internalization of knowledge and creates tendencies that enable students to go at their own pace. It leads to
mastery and better performance in a chosen area of specialization. Poor learning strategy causes constraints to
learning process which will eventually lead to failure.

IV. Review of related Literature

Magaji (2010) investigates the relationship among Locus of Control, Personality and Academic
Achievement of students in Sokoto metropolis. The sample was drawn from a total number of 360 students in
seven selected Secondary Schools inSokoto metropolis. For this study, adopted version of Akimboye sub- scale
were used. Six hypotheses were generated and tested in this study. Multiple regression analysis, Pearson Product
Moment of Correlations Coefficient were used. Result of the study showed that, there exist significant
relationship among locus of control, personality and academic achievement, a significant relationship do exist
between personality of students and academic achievement. Among the recommendation of this study, is that
teachers and counselors should attempt to handle students individually as students vary in locus of control scale
and personality grouping.
Sani (2011) examines relationship between personality characteristics and students’ Achievement in
Qur’anic memorization in Sultan MuhammaduMaccido Institute for Qur’an and General Studies, Sokoto. The
study was motivated by the failure of the students to memorize the Qur’an despite all the necessary provisions
and conducive learning environment that was provided in the institute. Adapted version of Junior Eysenck
Personality Inventory (JEPI) and JS3 Second Term Qur’anic Recitation Examinations results were two
instruments used. Sample of 87 JS3 students drawn from the population of 178 total numbers of JS3 students in
the institute were used. A hat and draw random sampling was used in selecting the sample.
Results of the study revealed that, there was no significant relationship between personality
characteristics and academic achievement in Qur’anic memorization among the JS3 students of SMMIQGS,
Sokoto. Significant sex difference was found in the personality characteristic of JS3 students. No significant
gender difference was found in the academic achievement of JS 3 students in Qur’anic memorization.
Suggestions for further research were identified and it was recommended among other things that motivation is
an integral aspect of teaching and learning, as teachers, we should take into cognizance the personality
dimension of our students while motivating them. In addition, there was no significant gender difference in the
academic achievement of the students in Qur’nic memorization, thus, we should not be gender biased in
encouraging our students.
Michael (2013) examines the dynamic relationship between academic performance of high school
students and their respective learning study strategies. Two hundred and thirty-six (236) high students were
recruited to participate in this study by completing the Chinese version of the Learning and Study Strategy
Inventory-LASSI, to probe into the relationship. Results found that (1) there were clear differences in the
learning and study strategies used by high school students with high academic performance, and those with low
academic performance;(2) all the three components (will; self regulation and skill) were equally important to
differentiate high academic achieving high school students from low academic achieving high school students
within the strategic model of learning.; and (3) a number of learning and study strategies were effectively
predicting the academic performance of the high school students. All of these results patterns, confirms that
learning and study strategies used by high academic achievers and low academic achievers as well as the
component used to predict student academic performance in the high school setting are quite different from the
patterns reveal in the tertiary education sector.
James, Robert, and David (2006) investigate Personality, achievement test scores, and high school
percentile as predictors of academic performance across four years of course work. The research examined the
role of the three Big five related personality traits (Prudence, sociability and Ambition) as unique Predictors of
Academic performance. Results indicate that, two of the traits prudence and sociability contributed unique
variance to GPA which the effect of high school percentile rank and achievement test score were controlled for
both classes. There was a decline in incremental validity for these two personality traits as predictors of GPA in
student’s tenure. Ambition was unrelated to academic performance for both classes.
David and Brenden (2002) examine personality and academic achievement: principles for educators
and student to model. Result indicates that correlation analyses demonstrated that academic consciousness, test
anxiety and previous achievement accounted for unique and shared variance on test performance. Moreover, the
operational definitions of the specific measures used encapsulate the principle that would be useful for educators
to inculcate in their teaching methods and for students to pursue in order to optimize performance.

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Assessment Of Poor Learning Strategies And Their Effects On Academic Performance Of Senior

Peter, Joseph and Patrick (2008) examine cognitive ability, personality and academic performance in
adolescence. Result suggests that intelligence; gender and positive thinking play a unique role in predicting
academic performance in youth.
Kalka and Pullman (2007) investigate personality and intelligence as predictors of academic
performance: A cross sectional study from elementary to secondary school. Findings revealed that openness,
agreeableness and conscientiousness correlated positively and neuroticism correlated negatively with Grade
Point Average (GPA) in almost every grade. Intelligence was still the strongest predictor of GPA being followed
by agreeableness in grade 2 to 4 and conscientiousness in grade 6 to 12. Interactions between predictor
variables and age accounted for only a small percentage of variance in GPA. This suggests that academic
achievement relies basically on the same mechanism throughout the school years.

The following factors were identified as responsible for poor learning strategies among students:

Anxiety; this emphasizes the interactive effects of our own thoughts processes, beliefs, emotions and how they
affect learning processes. This is manifested in negative self referent statement. These negative thoughts, belief,
and feelings about one’s abilities., intelligence, and interaction with others, or likelihood of success, diverts
student attention away from the task at hand, such as studying or taking test .This type of self defeatsbehaviour
often sabotages a student efforts in studying. If students are tense, anxious or fearful about studying or
performing in academic situation, this will divert their attention away from the academic task and inward to self
criticism or irrational fears.

Attitudes; The general attitude of student toward school and their general motivation for succeeding in school
have a great impact on their diligence when studying particularly, where they have to study on their own. If the
relationship between the school and life goals (academic, social and work related goals) are not in conformity
with one another, then it will be difficult to maintain a mind-set that will promote good studying/learning and
attention to school and its related tasks.

Concentration; Concentration helps students to focus their attention on school related activities such as
studying, listening in class, rather than on distracting thoughts, feelings, emotions, or situations. People possess
a limited capacity to focus on the test at hand. This means distractions or anything else that interferes with
concentration, will divert attention away from school related activities.

Information processing; Learning is enhanced by the use of elaboration and organization strategies. These
strategies helps to provide linkages between what students know and what he or she is trying to learn or
remember. Using what we already know that is our prior knowledge, experience or belief and reasoning skills to
help make meaning out of new information it is important to note that it is not just amount of knowledge one
possess, but how is it acquired and organized a student who does not have a repertoire of these strategies and
skills will find it difficult to incorporate new knowledge and understanding.

Selecting main idea;Efficient studies required that the student be able to select the important material for in
depth attention. A major school task involves separating the important from unimportant or simply didactic
information that does not have to be remembered. If a student cannot select the critical information, then the
learning task becomes complicated by the huge amount of material the student is trying to acquire, After all the
student may not have time to study everything that must be covered.

Self testing strategies; Reviewing and testing the level of understanding are important for knowledge
acquisition and comprehension monitoring. These strategies both support and contribute to meaningful learning
and effective performance without them learning may be incomplete or errors might persist undetected.
Reviewing and self testing also contribute to knowledge consolidation and integration across topics. Similarly,
using mental reviews, going over class notes and the text, thinking of potential questions to guide reading or
help prepare for an exam are all important methods for checking understanding, consolidating new knowledge,
integrating related information and identifying if additional studying must be done.

V. Effects Of Poor Learning Strategies On Students Academic Performance

Anxiety is one of the predictors of academic performance. Students with anxiety display a passive
attitude in their studies such as lack of interest in learning, poor performance in exams. Its symptoms includes
feeling nervous, panicking, going blank in a test, feeling helpless while doing assignment, fast breathing , racing
heartbeat or an upset stomach.

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Assessment Of Poor Learning Strategies And Their Effects On Academic Performance Of Senior

Ruffins (2007) noted that students with high level of anxiety have a reduced memory span, lost
concentration and lack confidence and poor reasoning power. He observed that concentration is caused by the
following: lack of sleep, poor nutrition, depression, negative feeling about work, distraction, and negative
feelings about one self, stress and poor time management.

On focus and concentration, studies have shown that as we get older, focus and concentration can
change as memory and other cognitive functions may not perform their functions as before, however, this is not
inevitable. In fact, some studies with older people have shown no decline in decision making capabilities and the
capacity for strategic learning – using specific method to understand something – can get even better with age. If
you have poor focus, you may feel as if you simply have to try harder but this strategy probably won’t help,
instead you can have better focus by taking action to promote improvement in the specific brain functions that
drive concentration and awareness. By creating conditions that makes it easier to concentrate and complete your
work, you can feel sharper and more focused especially when you have a specific task to accomplish. Some of
the factors that impair concentration include: Poor diet and nutrition, stress, Hunger, Lack of sleep, Learning
Environment etc

Self testing strategies

Selecting main Idea

Information processes

Attitudes

It is important to note that only students who experienced the challenge of having specific learning
difficulties understand the complications and difficulties that arise in the learning process. This development had
led to incidences of examination malpractice and intellectual dishonesty constituting a major factor plaguing our
educational system today. This development is not healthy for any country of the world, as an unprecedented
large scale of examination malpractice poses greatest threat to the validity and reliability of certificates issued
(Offorma, 1995). To arrest this situation, there is the need for the knowledge of learning strategy which serves
as the bases of the learning process.NOT RELATED

The learning strategies covered by this study includes information processing which assesses how well
students can use imagery, verbal elaboration and reasoning skills as learning strategies to help learn new
information and skills. Selecting main ideas assesses student’s skill at identifying information for further study
from less important and supporting details. The test strategy assesses students’ use of both test preparation and
test taking strategies. Anxiety assesses the degree to which students worry about school and their academic
performance, while attitudes assesses students’ attitudes and interest in achieving academic success.
Concentration assesses students’ ability to direct and maintain their attention on academic task. Self testing
assesses reviewing and comprehension monitoring techniques to determine the level of understanding of the
task to be learned.

VI. Objectives of the study

The study is set out to achieve the following objectives

• To identify factors responsible for poor learning strategies

• To investigate the effects of poor learning strategies on students academic performance.

Research Hypotheses

H01 There is no significant difference in the academic performance and Learning strategies of
Secondary School students

H02 There is no significant difference in the academic performance and learning strategies of male
and female Secondary School students.

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Assessment Of Poor Learning Strategies And Their Effects On Academic Performance Of Senior

VII. Methodology and Research Procedure

Hypotheses Testing

Hypothesis One:There is no significant difference in the academic performance and Learning strategies of
Secondary School students. The hypothesis was tested using t-test ststistical technique. Results was presented in
table 1 below:
------------------------------------------------------------------------------------------------------
Variable N X SD SE Df t-value Sig@0.05 Decision
------------------------------------------------------------------------------------------------------
Acad. perfm. 127 57.58 22.65 1.20
379 2.001 00.16 Rejected
Learn. Stra. 127 56.55 22.01 2.56
------------------------------------------------------------------------------------------------------
Sig. at p. > 0.05 level

Hypothesis Two:There is no significant difference in the academic performance and Learning strategies of
males and female Secondary School students. The hypothesis was tested using t-test ststistical technique.
Results was presented in table 2 below:

------------------------------------------------------------------------------------------------------
Gender N X SD SE Df t-value Sig@0.05 Decision
------------------------------------------------------------------------------------------------------
Male 254 47.58 45.65 2.60
379 2.31 0.026 Rejected
Female 254 47.20 54.54 6.56
------------------------------------------------------------------------------------------------------
Sig. at p.> 0.05 level

VIII. Findings
1. Poor learning strategy devoid the learner ability to recall things better or to perform learning task more
efficiently

2. Poor learning strategy impedes students’ academic performance.

3. Poor learning strategies disable students to use both test preparation and test taking strategies.

4. The use of reasoning skills and verbal elaborations are encouraged.

5. Students' reviewing and comprehension monitoring techniques are strenghtened.

IX. CONCLUSION
1. Good learning strategy minimizes difficulties arising from the learning process.

2. Poor learning strategy does not allow students to understand the strength and weaknesses of the learning
process.

3. Poor Learning strategy does not have the potential of focusing students’ attention on the motive of learning
and studying.

RECOMMENDATIONS;

1]. The learned exercise provided by the teacher should be those intended to make students think in a strategic
way

2]. Students learning strategy should be altered to include teaching them when and how to use strategy to
influence student thought

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Assessment Of Poor Learning Strategies And Their Effects On Academic Performance Of Senior

3}. the teacher can guide students thinking by setting the learning task in such a way that it promotes the use of
imagery create a summary or think of concept map.

4]. Modification of student study behaviour; this refers to teaching students the strategies for the improvement
of their study and learning. Teachers should re-focused their attention on how they teach and how their students’
learn

5]. Teachers’ approach to instruction should be learners cantered. This is characterized by the following factors:

a] A focus on how students learn

b] Explicit instruction on how learning strategies works

c] Elaborate goal setting

d] Student self evaluation

6. Student should re-examine their learning strategies and thought process skills, and how they demonstrate new
knowledge on test and other evaluative procedures.

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