Understanding Differential Underachievement in English Among Secondary-School Students from Northern Nigeria
Amina Ahman,
Mohammed Kudu Isah,
Abubakar Musa
Issue:
Volume 9, Issue 2, April 2020
Pages:
6-11
Received:
18 March 2020
Accepted:
7 April 2020
Published:
23 April 2020
Abstract: Low performance of students in English has been an issue of great concern to education stakeholders in Nigeria. Standardized examination results have consistently shown that students from the northern region perform more poorly than those from the southern part. To this regard, this study combined psychological factors of self-concept, locus of control and students’ demographic factors as fundamental in explaining differential English academic achievement of students in northern Nigerian schools. The aim is to identify some of the major factors causing underachievement of students in English. Hence, a quantitative research approach is used for data collection and analysis. The sample comprised 1,227 students drawn from 15 public Senior Secondary Schools in Bauchi, Kaduna and Niger States. Each of the states represents the 3 geopolitical zones of the northern region. A standardized questionnaire was used to measure self-concept and locus of control. The findings indicate a high level of correlation between English self-concept and English achievement, especially in specific domains than the general aspects. The reading self-concept correlated more with the reading achievement. It was therefore suggested among others that teachers should prioritize specific aspect of English to assist underperforming students in particular domains (writing; reading) of English and its corresponding self-concept. Improve in students’ performance in English can lead to better performance in other subjects and higher standard of education in the country.
Abstract: Low performance of students in English has been an issue of great concern to education stakeholders in Nigeria. Standardized examination results have consistently shown that students from the northern region perform more poorly than those from the southern part. To this regard, this study combined psychological factors of self-concept, locus of con...
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Cultivating College Students' Self-Leadership: The Dual Role of Family and School
Yang Wen,
Liu Baowei,
Zhang Li
Issue:
Volume 9, Issue 2, April 2020
Pages:
17-23
Received:
7 April 2020
Published:
27 May 2020
Abstract: Intrinsic control and self-management are playing an increasingly indispensable role in personal development. In the meantime, as the core of inner influence, self-leadership tends to be more prominent in the procedure of self-management. And in the process of students' growth, home education and school education are two complementary and critical nurturing roles. The key point of this paper is whether the students’ self-leadership level could be effectively improved through the specific guidance of family and school. Therefore, on the basis of the existing theories, this paper firstly reviews the self-leadership theory in the past three decades, together with its research content. Then this paper analyses the components of self-leadership strategy as well as its shaping effect on behaviors and thought. It is generally accepted that the self-leadership strategy could be divided into three main dimensions which are behavior-focused, natural reward and constructive thought pattern strategies. Finally, this study explores the antecedent influence of parenting styles and leadership education on college students' self-leadership level from a novel perspective via the revised Chinese version of RSLQ and the revised Chinese version of EMBU. Through empirical research and detailed data analysis, this study successfully verifies the dual role of family and school in self-leadership cultivation.
Abstract: Intrinsic control and self-management are playing an increasingly indispensable role in personal development. In the meantime, as the core of inner influence, self-leadership tends to be more prominent in the procedure of self-management. And in the process of students' growth, home education and school education are two complementary and critical ...
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