Innovare Journal of Education最新文献_第2页

Evaluating the Implementation of Project-Based Learning (PjBL): A Study at the English Language Education Study Program, Faculty of Education, Jambi University 评估项目式学习（PjBL）的实施情况：对占碑大学教育学院英语教育研究项目的研究

Innovare Journal of Education Pub Date : 2024-01-01 DOI: 10.22159/ijoe.2024v12i1.49787

Adrefiza Adrefiza, Ahmad Ridha, Habizar Habizar

{"title":"Evaluating the Implementation of Project-Based Learning (PjBL): A Study at the English Language Education Study Program, Faculty of Education, Jambi University","authors":"Adrefiza Adrefiza, Ahmad Ridha, Habizar Habizar","doi":"10.22159/ijoe.2024v12i1.49787","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i1.49787","url":null,"abstract":"The present study evaluated the implementation of Project-Based Learning (PjBL) by the lecturers at the English Language Education Study Program, Faculty of Education, Jambi University. Using information from 100 selected students through electronic email questionnaires with Likert’s 5 points-scale of frequency levels (never to always) concerning ten PjBL main principles, the results fell into the “good” category with an average score of (3.17). Principle 1 (Starting the class with driving questions/issues/problems); 2 (Students work independently in small groups based on a selected project); and 7 (The groups do project presentations for feedback) received the highest rate in the evaluation with an average score of (3.8) each, followed by the principle 4 (The groups discuss, pose, inquire, analyze, and evaluate issues or problems related to the topics) and the principle 9 (The students develop new soft-skills e.g. collaboration, problem-solving, critical thinking, and management skills) with the average scores of (3.5 & 3.2) respectively. The other principles such as “collecting information, facts, evidence, and data outside the classroom for the project work” (principle 5) and “receiving feedback and controls from the lecturers” (principle 6), still need to be improved and developed to achieve better results in the future.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"62 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Impact of Lecturer-Student Relationship on Student Academic Performance in Federal University, Oye-Ekiti 奥耶-埃基蒂联邦大学讲师与学生关系对学生学习成绩的影响

Innovare Journal of Education Pub Date : 2024-01-01 DOI: 10.22159/ijoe.2024v12i1.49924

Shaibu Leonard, Owalaye Faridat Omotoyosi, Anisulowo Bukola Olumide, Sunday Emmanuel

{"title":"Impact of Lecturer-Student Relationship on Student Academic Performance in Federal University, Oye-Ekiti","authors":"Shaibu Leonard, Owalaye Faridat Omotoyosi, Anisulowo Bukola Olumide, Sunday Emmanuel","doi":"10.22159/ijoe.2024v12i1.49924","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i1.49924","url":null,"abstract":"The study investigated the impact of the lecturer-student relationship on student academic performance at Federal University, Oye-Ekiti, Ekiti state. A descriptive survey design was adopted. The study population comprised all Federal University, Oye-Ekiti undergraduates, totaling 25,000 students. A sample of 250 (10%) undergraduate students at Federal University, Oye-Ekiti, was randomly selected for the study. Three research questions and two hypotheses guided the study. The Lecturer-Student Relationship on Students’ Academic Performance Questionnaire was used as an instrument for data collection. Data collected was analyzed using percentage distribution, while the Pearson Product-Moment Correlation Coefficient was conducted to test the research hypotheses that guided the study at a .05 significance level. It was revealed from the analysis that (a) the level of lecturer-student relationship at Federal University, Oye-Ekiti, is high; (b) The analysis revealed that the nature of the lecturer-student relationship on student academic performance in Federal University, Oye Ekiti, was highly interpersonal relationships that bridged the gaps between lecturers and the students as well as lecturers and the community; and (c) The analysis also revealed that the impact of the lecturer-student relationship on the academic performance of males and females in Federal University, Oye Ekiti are improvement in personal growth, values, and attitudes, development of close personal relationships with other students, intellectual growth and interest in ideas, intellectual stimulation, and satisfied intellectual stimulation. It was recommended, among other things, that the university’s management should give incentives to lecturers who promote high relationships with students in schools.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"50 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Analysis of Academic Achievement of Graduates from XYZ University in Relation to Career Alignment XYZ 大学毕业生学业成绩与职业定位的关系分析

Innovare Journal of Education Pub Date : 2024-01-01 DOI: 10.22159/ijoe.2024v12i1.50109

Mesterjon, Suwarni, Dwi Rulismi, Supama, Azharuddin Sahil

{"title":"Analysis of Academic Achievement of Graduates from XYZ University in Relation to Career Alignment","authors":"Mesterjon, Suwarni, Dwi Rulismi, Supama, Azharuddin Sahil","doi":"10.22159/ijoe.2024v12i1.50109","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i1.50109","url":null,"abstract":"The current research outlines the findings of our study on the relationship between the academic achievements of XYZ University (Dehasen University) graduates and the alignment of their chosen career fields. The research results indicate a positive correlation between graduates’ academic performance and suitability in their chosen career fields, as confirmed through the discussion. Graduates with an average academic performance score of ≥ high, as seen in the Cumulative Achievement Score (CPKL) graph, tend to be more suitable in their respective career fields. The result reflects the importance of quality education in preparing graduates for the job market. The study’s primary findings reveal a positive relationship between academic performance and career field suitability. There is a strong correlation between the level of academic achievement graduates attain during their studies and the level of suitability in the career fields they choose after graduation. The results were supported by findings such as CPKL with an average achievement ≤ 3.00, Academic Field Achievement Score (CBAL) findings ≤ 2.50, Non-Academic Achievement Score (CPNAL) findings with an average achievement ≤ 3.20, Work Area Size Achievement Score (CULKL) findings with an average achievement ≤ 3.50, and Job Field Suitability Achievement Score (CKBKL) achievement with an average score ≤ 2.80. Graduates who achieve better academic performance are more successful in pursuing careers in fields that align with their previous study programs. Furthermore, the research also reveals that several determining factors for career field suitability are influenced by the field’s scope, internship experiences, non-academic achievements, and support from the university. Students with a strong interest in specific fields or relevant internship experience tend to find suitable employment more quickly.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"5 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness 协作式策略阅读（CSR）对英语学习者阅读理解、阅读动机和元认知意识的影响

Innovare Journal of Education Pub Date : 2024-01-01 DOI: 10.22159/ijoe.2024v12i1.50053

Maryam Sarshogh, Ehsan Rezvani, Fatemeh Karimi

{"title":"Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness","authors":"Maryam Sarshogh, Ehsan Rezvani, Fatemeh Karimi","doi":"10.22159/ijoe.2024v12i1.50053","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i1.50053","url":null,"abstract":"This study focused on investigating the effects of collaborative strategic reading (CSR) on English as a foreign language (EFL) learners’ reading comprehension, second language (L2) reading motivation, and metacognitive awareness. Following a quasi-experimental design, 48 Iranian EFL learners were selected from four intact language institute classes. Two of these classes were considered experimental groups (EGs), and two were regarded as control groups (CGs). Then, all four classes received the three pretests of the study (Reading Comprehension pretest, L2 Reading Motivation questionnaire, and metacognitive awareness questionnaire). Next, the treatment phase of the study began and all the groups received reading comprehension instruction. In the EGs, the teacher conducted the essential elements of cooperative learning through CSR strategies (preview, click & clunk, get the gist, and wrap up). \u0000On the other hand, CG learners received traditional reading comprehension classes with no group work. After the treatment, all four groups received the three posttests. The results of three one-way ANCOVAs revealed that CSR was significantly more effective than traditional instruction in improving EFL learners’ reading comprehension. In addition, it was found that CSR was significantly effective in improving EFL learners’ reading motivation and metacognitive awareness. The findings of the study can be utilized by language practitioners, materials, and curriculum developers to consider EFL students’ needs and goals in L2 reading.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139392664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

EFL Teachers’ Burnout: Do Mobile Teaching Affordances Matter? 英语教师的职业倦怠:移动教学能力是否重要?

Innovare Journal of Education Pub Date : 2023-09-01 DOI: 10.22159/ijoe.2023v11i5.48507

Mahnaz Hedayati-Kakhki, Mona Tabatabaee-Yazdi

{"title":"EFL Teachers’ Burnout: Do Mobile Teaching Affordances Matter?","authors":"Mahnaz Hedayati-Kakhki, Mona Tabatabaee-Yazdi","doi":"10.22159/ijoe.2023v11i5.48507","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i5.48507","url":null,"abstract":"In recent years, integrating mobile devices and network technologies has been a critical issue in the teaching and learning process, especially within the scope of English teaching and learning. The importance of technology integration in the learning and teaching process by teachers can only be deemed effective if users can realize the intended affordances in the teaching. Teachers’ affordances, accordingly, can be defined as the relationship between the properties of an educational intervention and the characteristics of the learner that enable particular kinds of learning by individuals. On the other hand, one of the critical core barriers that EFL teachers encounter in their job is the issue of burnout. Thus, because of the increased attention to the capabilities and affordances of mobile usage among teachers, this study intended to examine the relationship between EFL teachers’ mobile affordances and their burnout as its main focus. The study also aimed at determining whether gender differences influence the teachers` mobile affordances and their burnout. To this aim, 228 EFL teachers were invited to participate in this study. Data were gathered using Mobile Teaching Affordances and Maslach Burnout Inventory, and processed, analyzed, and reported using Pearson product-moment correlations and independent samples t-test. Findings proposed teachers` perceptions of mobile affordances and their burnout had significantly and negatively correlated. Furthermore, the results indicated that there was not a significant difference between males' and females` mobile affordances, however, there was a significant difference between males and females in burnout scores favoring males.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129482005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Curriculum Reforms in Namibia: Progress, Derailments, and Possible Solutions for a Competitive Future 纳米比亚课程改革:进步、脱轨和未来竞争的可能解决方案

Innovare Journal of Education Pub Date : 2023-09-01 DOI: 10.22159/ijoe.2023v11i5.48581

Linus Kambeyo, Oiva S. Nauyoma, Lukas Julius

{"title":"Curriculum Reforms in Namibia: Progress, Derailments, and Possible Solutions for a Competitive Future","authors":"Linus Kambeyo, Oiva S. Nauyoma, Lukas Julius","doi":"10.22159/ijoe.2023v11i5.48581","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i5.48581","url":null,"abstract":"The study analyzed the Curriculum Reforms in Namibia’s progress, derailments, and possible solutions for a competitive future. Educational reform and curriculum revision are crucial to redressing apartheid colonialism’s inequitable and fragmented education system in Namibia and building a responsive curriculum that prepares students for a better future. While noticeable progress is observed regarding access to education, policy development, and curriculum reform, many challenges remain. Thus, this study aimed to review literature from Postcolonial Namibia to determine the causes of Namibia’s basic education responsiveness and transformation before and after independence. The paper argues that implementing a responsive curriculum is critical for many reasons. This study employed a qualitative approach encased in a phenomenological interpretive framework with the literary analysis of Namibia’s curriculum reform.\u0000Additionally, the paper was couched by Moll’s Curriculum Responsiveness Theory to determine whether Namibian curricula at various epochs were responsive to learners’ and societal needs. The study reveals that curriculum reform is the dominant of politically driven, overly ambitious aspirations in the reform process. Furthermore, the Ministry of Education preaches access to education and curriculum reform without providing adequate teaching resources; classrooms and teachers expected to teach the new curriculum were not trained in content and pedagogy. The study recommends that curriculum revision be aligned with social congruence and not add to the country’s education sector’s problems.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131467305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Efforts and Support of Digital Literacy Program Development by Student Real Work Lecture Program to Improve the Quality of Human Resources of Digital Technology Use 学生实作讲座项目对数字素养项目开发的努力与支持，以提高数字技术使用人力资源的质量

Innovare Journal of Education Pub Date : 2023-09-01 DOI: 10.22159/ijoe.2023v11i5.48562

D. Dhianawaty, Resti Gradia, Dwiwina Achadiyani

{"title":"Efforts and Support of Digital Literacy Program Development by Student Real Work Lecture Program to Improve the Quality of Human Resources of Digital Technology Use","authors":"D. Dhianawaty, Resti Gradia, Dwiwina Achadiyani","doi":"10.22159/ijoe.2023v11i5.48562","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i5.48562","url":null,"abstract":"The impact of the COVID-19 outbreak has caused learning activities to be carried out by utilizing information technology. The ability to use information technology during the COVID-19 era was being developed to increase people’s ability to utilize digital technology through digital literacy programs. The digital literacy program socialization was carried out in the following steps. Initially, the team members received work direction from the Directorate of Informatics Empowerment team of the Ministry of Communication and Informatics, Republic of Indonesia. Then, the team members met the Village Head and his staff to introduce the digital literacy program and ask for permission and support for this program. Afterward, the team member met the heads of the Youth organization and Junior high school and asked permission to socialize digital literacy with their members and the students. The digital literacy program was socialized to two groups: the young community in Mekarwangi village, members of Youth organizations, and Junior high school students. The total number of each group was 19 participants from Youth organization members and 191 participants from Junior high school students. All participants were educated on four pillars: digital ethics, digital safety, digital skills, and digital culture. The total number of participants was 210, have improved their skills and knowledge. They should care about digital skills, security, ethics, and culture. It was expected that in the future, participants would be able to implement the four main pillars and become qualified users of digital technology.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132318222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of Service Quality Dimensions on Students’ Satisfaction in Selected Chartered Universities in Kenya: A Multinomial Regression Application 肯尼亚特许大学服务质量维度对学生满意度的影响:一个多项式回归应用

Innovare Journal of Education Pub Date : 2023-09-01 DOI: 10.22159/ijoe.2023v11i5.49140

J. N. Kimaita, Hellen Kabue, P. Ochola, Stephen Ntuara Kiriinya

{"title":"Effect of Service Quality Dimensions on Students’ Satisfaction in Selected Chartered Universities in Kenya: A Multinomial Regression Application","authors":"J. N. Kimaita, Hellen Kabue, P. Ochola, Stephen Ntuara Kiriinya","doi":"10.22159/ijoe.2023v11i5.49140","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i5.49140","url":null,"abstract":"The study sought to establish the effects of service quality dimensions on student satisfaction in selected chartered universities in Kenya. Service quality was measured under four dimensions: service tangibility, responsiveness, reliability, and accessibility on student satisfaction. A cross-sectional descriptive research design was employed Sampling was conducted in two stages: stage one was the sampling of the universities which were units of analysis, while stage two was sampling students from the sampled universities. Primary data was collected from 400 respondents. Descriptive statistics, namely; cross-tabulations and frequency distributions, were used to summarize the data, whereas inferential statistics were used to determine the relationship’s magnitude and direction. Statistical Package for Social Sciences (SPSS) was used for data analysis. The study used the Multinomial Logistic Regression (MLR) Model. The results revealed that service tangibility and responsiveness were statistically significant among the four hypotheses tested on the main effect MLR model.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"16 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124914611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Influence of Geo-Technologies Integration on the Learning of Geography among Public Secondary Schools 地理技术整合对公立中学地理学习的影响

Innovare Journal of Education Pub Date : 2023-09-01 DOI: 10.22159/ijoe.2023v11i5.48825

L. Wakhungu

{"title":"Influence of Geo-Technologies Integration on the Learning of Geography among Public Secondary Schools","authors":"L. Wakhungu","doi":"10.22159/ijoe.2023v11i5.48825","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i5.48825","url":null,"abstract":"Technology integration has become critical globally in pursuit of transforming education. In Siaya County, a persistent dismal mean of scores in Geography subjects among public secondary schools from 2016-2022 at Kenya Certificate of Secondary Examination has been blamed on the learning approaches. The data from the seven sub-counties indicated that very little learning occurred. Further, no known study has addressed rote learning in Geography using an explanatory research design about Siaya County. The study sought the influence of integrating geo-technologies on learning in Geography among public secondary schools in Siaya County. This study focused on Geo-technology integration influencing learning among public secondary schools in Siaya County, Kenya. The objective that guided this study was to explore the influence of a geo-technology integrated classroom environment on learning Geography among public secondary schools in Siaya County, Kenya. The study sought to answer the question; during 2016-2022, how did the integration of geo-technology in the classroom environment influence the learning of Geography in public Secondary Schools in Siaya County? The study adopted interviews, questionnaires, and observational checklists to collect data. The study employed social cognitive constructivism theory to envision effective learning. The study sampled 102 respondents from 262 public secondary schools based on Krejcie and Morgan’s table. The choice of Siaya County was based on the fact that it is the only county in the larger Nyanza where technology integration was piloted by New Partnership for Africa’s Development (NEPAD) for quality learning. This study employed a mixed method and explanatory design to carry out the study. The study adopted interviews, questionnaires, and observational checklists to collect primary and secondary data.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122680451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relationship between Success Attributions and Academic Achievement of Secondary School Students in Anambra State, Nigeria 尼日利亚阿南布拉州中学生成功归因与学业成绩的关系

Innovare Journal of Education Pub Date : 2023-09-01 DOI: 10.22159/ijoe.2023v11i5.48755

Mokwe Obianuju Juliana, Anyanwu Adeline Nne, Emesi Kingsley Ekene

{"title":"Relationship between Success Attributions and Academic Achievement of Secondary School Students in Anambra State, Nigeria","authors":"Mokwe Obianuju Juliana, Anyanwu Adeline Nne, Emesi Kingsley Ekene","doi":"10.22159/ijoe.2023v11i5.48755","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i5.48755","url":null,"abstract":"The study focused on the relationship between success attributions and academic achievement of secondary school students in Anambra State. Six research questions and six null hypotheses guided the study. Using a multi-stage sampling technique, the study adopted a correlation design with a sample size of 600 senior secondary two students drawn from the population of 11,417 co-educational students. The instrument for data collection was the Students’ Attribution Style Questionnaire. Students’ Achievement Scores were used to obtain students’ academic achievement. The reliability of the instrument was established using the Cronbach Alpha method, which yielded a reliability of .84. The Pearson Product Moment correlation was used to answer the research questions, while the t-test of the significance of the correlation was used to test the null hypotheses at a .05 level of significance. Findings from the study revealed a medium positive correlation between attributions and academic achievement scores of students with internal success attributions. Also, the finding revealed a significant relationship between attributions and academic achievement scores of students with internal success attributions. Based on these findings, it was recommended that teachers always emphasize the effort to adopt the success attribution approach in the learning process as the basis for students’ success in their academic activities and also improve the learning environment to minimize environmental constraints.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"87 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132657851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0