Nonofo S. Nchinyi, Oluwatoyin Dare Kolawole, Gondo Reniko
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引用次数: 1
Abstract
Abstract Students’ academic performance is determined by certain intrinsic and extrinsic attributes, which are shrouded in their stages of development. The focus of this study was, therefore, to analyse factors influencing students’ performance in two randomly selected junior secondary schools in Maun, Botswana. Guided by McClelland’s motivational theory, a multi-stage sampling procedure was used to select a sample of 124 students. Demographic/socioeconomic data were obtained from the students in the study area through the use of questionnaires. Data were analysed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics (including mean and standard deviation) were used to summarise the data while Cramer’s V, Pearson product-moment correlation, multiple linear regression, and one-way analysis of variance (ANOVA) were employed to determine the relationships between explanatory variables and students’ academic performance. Results revealed that students’ academic performance is affected by both home background (e.g. family size) as well as the school environment (e.g. class size), including their study habits. The study recommends that teachers’ self-efficacy, more parental involvement, and improved government policies in educational development are critical for the attainment of high-quality education in Botswana.
学生的学习成绩是由一定的内在属性和外在属性决定的,这些属性被遮蔽在学生的发展阶段。因此,本研究的重点是分析在博茨瓦纳马翁随机选择的两所初中中影响学生表现的因素。在McClelland动机理论的指导下,采用多阶段抽样方法选取124名学生作为样本。人口统计/社会经济数据是通过问卷调查从研究地区的学生中获得的。数据分析使用社会科学统计软件包(SPSS)。采用描述性统计(包括均值和标准差)对数据进行总结,并采用Cramer ' s V、Pearson积差相关、多元线性回归和单因素方差分析(ANOVA)来确定解释变量与学生学习成绩之间的关系。结果显示,学生的学习成绩受家庭背景(如家庭规模)和学校环境(如班级规模),包括他们的学习习惯的影响。该研究建议,在博茨瓦纳,教师的自我效能感、更多的家长参与以及改善教育发展方面的政府政策对实现高质量教育至关重要。
期刊介绍:
Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.