THE RELATIONSHIP BETWEEN INTELLECTUAL ACHIEVEMENT ORIENTATION AND ACADEMIC SUCCESS AMONG BIOLOGY STUDENTS
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THE
RELATIONSHIP BETWEEN INTELLECTUAL ACHIEVEMENT ORIENTATION AND ACADEMIC SUCCESS
AMONG BIOLOGY STUDENTS: A CASE STUDY OF COLLEGE OF EDUCATION, EKIADOLOR-BENIN
ABSTRACT
Teaching and learning in any stage
of our educational pursuit should not be regarded as being a static phenomenon,
but a dynamic one. Over the years, educationists have been and are still
conducting research as to improve on the ways and means of imparting knowledge
in the learning and teaching process. This study was designed and examined to
find out the relationship between intellectual achievement orientation and
academic success among Biology students in the College of Education,
Ekiadolor-Benin. The methodology of this research was based purely on
questionnaire system. The questionnaires were distributed and collected the
same day by the researcher. The questionnaires were administered to students
from Biology Departments of College of Education, for adequate data collection.
The following were the main results;
1.
There
is no significant relationship between happiness, emotion, and academic
performance.
2.
There
is no significant relationship between high intellectual achievement
orientation and happiness emotion.
3.
There
is no significant relationship between intellectual orientation and sex.
In light of
these findings the following recommendations were made. They are as follows:
1.
The
outcome of the research work shows that though students may be endowed with the
capabilities of high achievement orientation they decide on what to do with the
capabilities. It is therefore necessary that students should be guided into
areas that will be beneficial to them and the society they live.
2.
It
is also recommended that the impact or the difference arising from intellectual
abilities among the students should be noted.
TABLE OF CONTENT
CHAPTER
ONE
Introduction
Statement
of problem
Purpose
of study
Assumptions
Significance
of study
Limitations
Definition
of terms
Delimitation
of study
CHAPTER
TWO
Literature
review
Reward
as a motivating factor for academic success
Kinds
of reward
Motivational
factors
Elders
as models to students as a motivator for academic performance
Environmental
factors and academic performance
Socio-economic
status as a motivator for academic success
CHAPTER
THREE
Research
methodology
Research
design
Population
of study
Sampling
procedures
Description
of questionnaire
Administration
of questionnaire
Research
instrument
CHAPTER
FOUR
Findings
CHAPTER
FIVE
Summary,
conclusion, and recommendations
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
This
study is designed to find out the relationship between intellectual achievement
orientation and academic success among Biology students in College of
Education, Ekiadolor-Benin. It is the purpose of this study to find out how
intellectual achievement orientation of students help them to attain academic
success. Students are usually at the end of the year moved to the upper class
which is superior to the end. It proceeds on the best of his performance in the
examination. Good teachers are always judge by the worth and the achievement of
students.
Students in various schools come from diverse home background and environments.
There are children of high ability with apparent ideal environment who fail to
achieve what is expected of them. By what is expected it is meant a standard
against which the child’s achievement is measured and this standard is of the
level of innate ability of the child. When there is upward movement there is
academic achievement by the students. The greater the understanding of the
child of his various innate or inborn capacities and his potential
capabilities, the better equipped will be, not only in teaching him but in
estimating how much we can hope to achieve by our teaching. The first essential
thing in all good teaching and classroom work is that the teacher understands
the capabilities and background of his students.
Students’ capabilities to learn have been hinged on the concept of
intelligence. Has been a great concept of significance in psychological theory
and education practice. Intelligence according to James Elliot (1979)
determines the child’s basic capacity to learn, while achievement deals with
the acquiring of knowledge and skills resulting from teaching and learning. It
is one basic fact that children or individuals driver fundamentally and so it
is never possible to predict exactly how a human being will react to any given
situation. If any one observes the people around and thinks of the motivation
for their behaviour, one is also sure to be struck by the fact that every
person varies or differs from time to time. This depends on what is being
around. According to Hebbe (1949), there are two meaning of intelligence; ‘A’
represents the innate potentials the capacity for development, a fully innate property
that amounts to the possession for good brain. The other intelligence ‘B’ is
all round in everyday life at school or at work.
Intelligence ‘B’ results from the interaction of the innate with the
environment and is unlike intelligence ‘A’ which is observable and measurable.
Intelligent behaviour is therefore partly acquired characteristics. The
efficiency of the learning process will depend on two things.
1.
The
level of innate potential.
2.
The
amount and quality of stimulation which the environment provides. If either
restricted or inadequate, it will set limit to level of efficiency is something
directly given in nature which we can succeed in isolating. It is a concept
found useful in describing human conduct.
Different
opinions have their views about intelligence but is agreed that is required to
do well at school and in fact in intellectual undertakings or work of any kind
with an outstanding high degree of success. In intelligence, there are the
following abilities-verbal fluency, numerical ability, perceptual ability,
memory and inductive abilities. All these abilities when present help in
developing a high resounding scholastic ability, which helps in achieving high
academic success.
Different abilities are inherited but developed through exercise with
appropriate material and then shown by environment pressures. According to
Venrnon (1972) attainment is channeled by the content of the curriculum and the
kind of training the school provides and this depends to a greater extent on
interest and on personality quality and industry on the part of the learner.
STATEMENT OF PROBLEM
It is largely
observed in the classroom especially today that students do not have equal
anxiety towards learning. The level of achievement is not the same because some
are noticed to be high achiever while some are low achievers owing to various
factors that are either internal or external to the learners. The truant, the
drop out and the carefree students are glaring problems in the classroom. It is
mentally very important that few professionals who are mentally balanced and
alert to influence these aforementioned groups. The problem of this study is
therefore to sample the views of students as to know how various factors
responsible for academic success. It is in light of this that the following
questions are thought necessary for consideration.
1.
Is
happiness responsible or significant for this academic success?
2.
Does
high intellectual achievement orientation lead to high academic success?
3.
Does
high academic achievement affect ones emotions?
4.
Does
differences in sex play any significant role in determining one’s intellectual
achievement orientation?
PURPOSE OF THE STUDY
The
primary purpose of this study is to find out the relationship between
intellectual achievement orientation and academic success among Biology
students in College of Education, Ekiadolor-Benin. The study will in addition
focus attention on how intellectual achievement orientations of students affect
their academic performance and their emotions. To achieve these objectives
attempt were made to:
1.
Determine
whether there is any significant relationship between intellectual achievement
orientation and happiness, academic success and sex of the respondents.
2.
Make
recommendation regarding the role intellectual achievement plays in determining
happiness and academic success among Biology students in College of Education,
Ekiadolor-Benin.
BASIC ASSUMPTIONS
For
the purpose of this study, the following assumptions have been made:
1.
There
is no significant relationship between happiness and academic performance.
2.
There
is no significant relationship between high intellectual achievement and high
academic performance.
3.
There
is no significant relationship between high intellectual achievement
orientation and emotion.
4.
There
is no significant relationship between sex and academic performance.
SIGNIFICANCE OF THE STUDY
The
findings of this study will serve as an eye opener for teachers, parents, and
the society at large to factors which play important functions in determining
the academic success of students in schools. When teachers are aware that
students are differently oriented academically even though the capacity to
achieve academically is in the child, they will be in better position to help
and such students to academic success. This study will be of great value
to teachers because they will be able to take into consideration individual
differences arising from intellectual abilities and environmental pressures.
The study will also suggest ways of solving the problems emanating from
individual’s home that militate against his achievement in school work.
SCOPE OF THE STUDY
Improper
filling of questionnaires by students posed a great problem of getting the
projected number of questionnaire. Some students either by omission or
commission left some questions unanswered. Information on academic achievement
and emotional state were unanswered by some students. This affects the number
of response expected. This study covers the whole College of Education,
Ekiadolor-Benin. The following Biology Department were chosen.
1.
Biology/Mathematics
2.
Biology/Integrated
Science
3.
Biology/Computer
Science
This was done
to get information from these departments in the College. These departments
were selected to evaluate how much students in these different categories of
the Departments are oriented towards academic achievement.
DEFINITION OF TERMS
Academic success:- For the purpose
of the study, academic success means passing examination.
Academic achievement:- This is the
attainment or ability to perform schools tasks which may be general or specific
to a given subject matter. Academic achievement is broken into four levels to
serve the purpose of this study.
i)
Excellent
ii)
Good
iii)
Not
so good
iv)
Poor
Internal control:- Refers to the
perception of positive or negative events as being a consequence of one’s own
action and under personal control.
External control:- Refers to the
perception of positive or negative events as being unrelated to one’s behaviour
in certain situations and therefore beyond personal control.
Intellectual:- Appealing to
requiring the exercise of intellect giving to mental pursuits.
Orientation:- Bring into
clearly understood relations to know.
Success:- Attainment of
position.
Intellect:- Knowing and
reasoning faculties of the mind.
Academic drive:- The tendency to
work with energy and persistence at something deemed important academically.
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