Article Sidebar
Article Details
Issue
Section
Articles
Copyright is owners of the journal.
African Research Review by International Association of African Researchers and Reviewers is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Main Article Content
Some Psycho-Academic Variables as Determinants of Students Performance in English Studies in Akwa Ibom State, Nigeria
Abstract
The focus of this study was particularly to examine the extent to which the
psycho-academic variables of (study habit, test anxiety, attitude to schooling and attitude towards English studies and test wiseness) relatively and collectively contribute to students’ performance in English studies. Two
specific purposes and hypotheses were formulated to guide the study. This
expost facto research employed simple random sampling technique in
selecting a total of 853 (407 males and 446 females) from 20 secondary
schools in Akwa Ibom State. The study made use of two researcher developed and standardized instruments namely; a 50-item English Studies Achievement Test (ESAT) and Student Psycho-academic Information Questionnaire (SPIQ). Data generated from these instruments were analyzed using multiple regression which resulted in the generic equation: ENG = -15.292 + 0.297SH + 0.00013 TA + 0.574AS + 0.718AE + 0.311TW. The result showed that study habit, attitude to schooling, attitude towards English studies and test wiseness could predict students’ performance in English studies as they were also found to have significant effects on students’ performance in the subject, but the effect of test anxiety on students’ performance was not significant It was recommended that teachers and guidance counsellors in particular should educate the students on the need to improve upon their attitude to studies and to cultivate good studies habit in order to improve on their academic performances.
psycho-academic variables of (study habit, test anxiety, attitude to schooling and attitude towards English studies and test wiseness) relatively and collectively contribute to students’ performance in English studies. Two
specific purposes and hypotheses were formulated to guide the study. This
expost facto research employed simple random sampling technique in
selecting a total of 853 (407 males and 446 females) from 20 secondary
schools in Akwa Ibom State. The study made use of two researcher developed and standardized instruments namely; a 50-item English Studies Achievement Test (ESAT) and Student Psycho-academic Information Questionnaire (SPIQ). Data generated from these instruments were analyzed using multiple regression which resulted in the generic equation: ENG = -15.292 + 0.297SH + 0.00013 TA + 0.574AS + 0.718AE + 0.311TW. The result showed that study habit, attitude to schooling, attitude towards English studies and test wiseness could predict students’ performance in English studies as they were also found to have significant effects on students’ performance in the subject, but the effect of test anxiety on students’ performance was not significant It was recommended that teachers and guidance counsellors in particular should educate the students on the need to improve upon their attitude to studies and to cultivate good studies habit in order to improve on their academic performances.
