Authors :
Johnson Odufuwa
Volume/Issue :
Volume 9 - 2024, Issue 5 - May
Google Scholar :
https://tinyurl.com/5fevssmb
Scribd :
https://tinyurl.com/3hakrd4z
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAY047
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This research explores the factors influencing
academic achievement in Economics among secondary
school students in Ogun State, Nigeria. It addresses a
crucial knowledge gap by examining how student
attitudes, school-related factors, and home circumstances
collectively impact performance in a subject facing a
decline in performance. Existing literature highlights the
roles of attitudes, school environments, and home
conditions in shaping academic outcomes, laying the
foundation for this study.
Using a descriptive survey design, all Senior
Secondary Two (SS2) students in Ogun State were
included, with 300 students selected through multistage
sampling. Data was collected using a Students'
Questionnaire (SQ) and an Economics Achievement Test
(EAT).
Key Findings Include:
Academic achievement in Economics is significantly
influenced by student attitudes, school-related factors,
and home circumstances, explaining about 24.8% of
the variance in performance.
Attitudes toward Economics are the strongest predictor
of academic success, followed by home circumstances,
with school-related factors playing a lesser role.
Gender does not significantly affect Economics
performance, though males slightly outperform
females.
School type does not significantly impact academic
performance, though government school students
perform slightly better than private school students.
In conclusion, this research provides a comprehensive
understanding of the multifaceted factors affecting
students' academic success in Economics. It offers
actionable insights for educational stakeholders, including
administrators, educators, parents, and researchers, such
as optimising resources, tailoring teaching methods, and
creating supportive home environments. Further research
can explore the nuances uncovered here, informing
evidence-based educational practices and policies.
References :
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- Manuscript Submission Guidelines | SAGE Publications Ltd Manuscript Submission Guidelines: Research in Education: Sage Journals (sagepub.com)
This research explores the factors influencing
academic achievement in Economics among secondary
school students in Ogun State, Nigeria. It addresses a
crucial knowledge gap by examining how student
attitudes, school-related factors, and home circumstances
collectively impact performance in a subject facing a
decline in performance. Existing literature highlights the
roles of attitudes, school environments, and home
conditions in shaping academic outcomes, laying the
foundation for this study.
Using a descriptive survey design, all Senior
Secondary Two (SS2) students in Ogun State were
included, with 300 students selected through multistage
sampling. Data was collected using a Students'
Questionnaire (SQ) and an Economics Achievement Test
(EAT).
Key Findings Include:
Academic achievement in Economics is significantly
influenced by student attitudes, school-related factors,
and home circumstances, explaining about 24.8% of
the variance in performance.
Attitudes toward Economics are the strongest predictor
of academic success, followed by home circumstances,
with school-related factors playing a lesser role.
Gender does not significantly affect Economics
performance, though males slightly outperform
females.
School type does not significantly impact academic
performance, though government school students
perform slightly better than private school students.
In conclusion, this research provides a comprehensive
understanding of the multifaceted factors affecting
students' academic success in Economics. It offers
actionable insights for educational stakeholders, including
administrators, educators, parents, and researchers, such
as optimising resources, tailoring teaching methods, and
creating supportive home environments. Further research
can explore the nuances uncovered here, informing
evidence-based educational practices and policies.