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An assessment of mathematics teachers’ Internet self-efficacy: implications on teachers’ delivery of mathematics instruction
Published 2011-03
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A correlational investigation of psychological wellbeing, academic self- efficacy, school climate and academic performance among female undergraduate students of University of Ibad...
Published 2016
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EFFECT OF SENIOR SCHOOL CERTIFICATE EXAMINATIONS, UNIVERSITY MATRICULATION EXAMINATION AND PSYCHO-DEMOGRAPHIC FACTORS ON ACADEMIC PERFORMANCE OF UNIVERSITY FRESHMEN IN SOUTH WEST,...
Published 2011-10
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FRELIP Subject
Academic Achievement
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Academic performance
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Academic self efficacy school climate
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Adolescents
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Freshmen
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Instructional delivery
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Internet
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Internet self-efficacy
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Mathematics teacher
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Nigeria
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Observations reveal that only few exceptional female undergraduates perform at their best in Nigeria institutions, host of others struggle to have good grades. This has lead to more female students’ frustration and dropout rate which attracted an investigation of psychological-wellbeing, academic self efficacy and school climate as correlate of academic achievement of female undergraduate students University of Ibadan. A descriptive research design of the correlational type was adopted for this study. An array of reliable measuring scales was used for the data collection. A sample of 55 female students was randomly selected 200 level guidance and counseling students in the University of Ibadan. The study recorded a significant relationship among the variables through a zero order correlation. A significant joint effect of psychological-wellbeing, academic self efficacy, school climate and academic achievement was found. The most potent factor was academic efficacy; followed by psychological wellbeing, and school climate. This justifies that female undergraduate student academic performance is likely to improve with increased influence of psychological wellbeing, academic self efficacy and good school climate. Therefore, it was recommended that the student affairs should monitor student performing below required and refer them to the counselor. The University counseling unit was enjoined to organized academic booster programmes to enhance the confidence of students towards achieving success. University administrators and the federal government should make all facilities available to make the school environment homely.
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Psycho- demographic factors
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Psychological-wellbeing
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Senior School Certificate Examinations
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The number of candidates seeking admission into universities is increasing at geometrical rate without a corresponding increase in the number of available space. After passing the School Certificate Examinations (SSCE) conducted by either West African Examinations Council (WAEC) or National Examinations Council (NECO) and the University Matriculation Examination (UME), the candidates are admitted into various academic programmes. However, at the end of every session, the Grade Point Average (GPA) is used to assess the overall performance of the freshmen. More often, some students fail to meet the required number of units. This leads to withdrawal from such academic programmes. This, to a great extent, has cast aspersions on the integrity of the examination bodies. Studies have concentrated on school transition and adjustment of freshmen but little attention has been paid to the correlation between entry qualifications and university academic performance of the freshmen. This study, therefore, examined the predictive values of SSCE, UME scores, and Psycho-demographic factors (age, gender and academic self-efficacy) in respect of academic performance of university freshmen in South-West, Nigeria. The study adopted a descriptive survey design of ex-post-facto type. All the five federal universities in the southwest were selected for the study. Simple random sampling technique was used to select 2,518 university freshmen (1,423 males and 1,095 females). The average age of the participants was 20.63 with standard deviation of 2.96 years. Secondary data were collected from the selected universities� Records and Admissions Offices. The Academic Self-confidence Scale (?=0.86) was used as a measure of academic self-efficacy. Seven research questions were raised and answered. Correlation and Multiple Regression were used for data analysis. There was significant correlation between the independent variables (gender: r = 0.15, p<0.05); UME score (r = 0.15, p<0.05); age (r = 0.17, p<0.05); academic self-efficacy (r = 0.17, p<0.05); NECOSSC (r = 0.16, p<0.05); WASSC (r = 0.18, p<0.05) and grade point average (GPA) of the participants. These variables (i.e. WASSC, NECOSSC, UME scores, gender, age and academic self-efficacy) when combined, accounted for 54.6% of the total variance in the students� academic performance. There was also significant contribution of the independent variables to academic performance of the participants [F (5, 2512) =26.13, p<0.05]. Also, WASSC made the most significant relative contribution to the prediction of academic performance (? = 0.39; t= 8.13; p< 0.05); followed by NECOSSC (?= 0.33, t= 6.13, p<0.05); academic self-efficacy (? = 0.15, t=3.81, p<0.05) and age (? = 0.13, t=2.76, p<0.05). There was also significant difference in the academic performance of university freshmen with WASSC ( = 2.60) and NECOSSC ( =2.28) results (t =6.08, df = 1869, p<0.05). The six independent variables were potent factors in predicting academic performance of university freshmen. The study indicates that, WASSC and NECOSSC could be regarded as adequate entry qualifications into the university. Counselling interventions aimed at enhancing academic self-efficacy of freshmen should be adopted during orientation programmes in the universities.
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This study examined the mathematics teachers’ Internet self-efficacy and its possible influence on the delivery of mathematics instruction. The participants were 90 mathematics teachers selected from various schools in five local government areas of Osun State, Nigeria. The results demonstrated that to a great extent mathematics teachers have high Internet self-efficacy and that correlation exists between mathematics teachers’ age, Internet usage and Internet self-efficacy. Irrespective of gender, mathematics teachers have the same level of Internet self-efficacy. Moreover, Internet self-efficacy and usage were revealed to drastically improve the way teacher teach mathematics and conduct research. Upon these findings, it was recommended that mathematics teachers who do not know how to browse and search the Internet should consider doing so now without wasting much time. There is also the need to increase Internet usage, on the part of the mathematics teachers who just begin using the Internet. They need to do this considering the fact that increased usage leads to high Internet self-efficacy. Moreover, it is high time to close the technology gender gap which has been in existence since a long time. This can start from the mathematics teachers.
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University Matriculation Examination
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