RELATIONSHIP AMONG ATTITUDE TO SCHOOL, CAUSAL ATTRIBUTION FOR FAILURE AND ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN OKENE, KOGI STATE, NIGERIA

Simple item page
dc.contributor.authorIBRAHIM, Asiyat
dc.date.accessioned2019-10-04T15:36:30Z
dc.date.available2019-10-04T15:36:30Z
dc.date.issued2018-01
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER DEGREE IN EDUCATIONAL PSYCHOLOGY DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis study examined the relationship among attitude to school, causal attribution for failure and academic achievement of senior secondary school students in Okene, Kogi state, Nigeria. The study had five objectives, and five hypotheses were formulated and tested. The population for the study was 2639 SSII students out of which 335 students studied included 210 males (63%) and 125 females (37%). Correlational research design was employed in the conduct of the research. The instruments used in collecting data were Students Attitude Questionnaire (SAQ) and Academic Causal Attribution Scale (ACAS) with reliability coefficient of 0.84 and 0.93 respectively. Statistical Package for Social Sciences (SPSS) was used to analyze the data at two different levels; Mean and standard deviation were used to analyze the research questions, while Person Product-Moment Correlation (PPMC) was used to analyze the hypotheses. Results of the analysis indicated that significant positive relationship exists between student attitude towards school and academic achievement (r = 0.353, p = 0.000), between student attitude towards learning and academic achievement (r = 0.413, p = 0.000), between external causal attributions for failure and academic achievement (r = 0.897, p = 0.000) and between students’ attitude to school and causal attributions with (r = 0.317, 0.000). However, significant inverse relationship was observed between internal causal attribution for failure and academic achievement (r = -0.927, p = 0.000). Based on the findings, the following recommendations were made. Teachers should give reward such as word of encourage to their students after every lesson so as to help them maintain positive attitude towards learning. The students should be encouraged to apply knowledge and skills taught through feedback and assignment.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/12110
dc.language.isoenen_US
dc.subjectRELATIONSHIP,en_US
dc.subjectATTITUDE,en_US
dc.subjectSCHOOL,en_US
dc.subjectCAUSAL ATTRIBUTION,en_US
dc.subjectFAILURE,en_US
dc.subjectACADEMIC ACHIEVEMENT,en_US
dc.subjectSENIOR SECONDARY SCHOOL STUDENTS,en_US
dc.subjectOKENE,en_US
dc.subjectKOGI STATE,en_US
dc.subjectNIGERIAen_US
dc.titleRELATIONSHIP AMONG ATTITUDE TO SCHOOL, CAUSAL ATTRIBUTION FOR FAILURE AND ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN OKENE, KOGI STATE, NIGERIAen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
RELATIONSHIP AMONG ATTITUDE TO SCHOOL, CAUSAL ATTRIBUTION .pdf
Size:
1.9 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.62 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
EDUCATION