Influence of Students’ Understanding and Goal Commitment on Academic Achievement in Introductory Technology in Akwa Ibom State, Nigeria

The study examined the influence of students' understanding and goal commitment on their academic achievement in Introductory Technology in secondary schools in Akwa Ibom State, Nigeria. An ex-post facto survey design was used and a random sample of 2,500 junior secondary three (13-14 years old...

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Published in:International education studies 2012-04, Vol.5 (2), p.44
Main Authors: Akpan, Godwin A, Mbaba, Uduak G, Udofia, Aniefiok E
Format: Article
Language:English
Subjects:
Academic Achievement
Comprehension
Educational Policy
Foreign Countries
Goal Orientation
Hypothesis Testing
Information Technology
Kuder Richardson Reliability Formulas
Multivariate Analysis
Nigeria
Secondary School Students
Statistical Analysis
STEM Education
Student Attitudes
Student Interests
Student Surveys
Technological Literacy
Vocational Interests
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Mbaba, Uduak G
Udofia, Aniefiok E
description The study examined the influence of students' understanding and goal commitment on their academic achievement in Introductory Technology in secondary schools in Akwa Ibom State, Nigeria. An ex-post facto survey design was used and a random sample of 2,500 junior secondary three (13-14 years old) students from a population of 48,302 JSS three students in the state public schools in 2008/2009 session. Data on independent variables were gathered with researchers--developed instrument called Students' Understanding and Goal Commitment in Introductory Technology (SUGCIT). The instrument had a Kuder-Richardson (KR-21) computed reliability index of 0.86. The data on students' academic achievement were obtained from Introductory Technology examination results of first semester 2008/2009. Two null hypotheses were tested at P
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Results showed that: 62.4 per-cent of respondents did not understand the concept of Introductory Technology, while 37.6 per-cent did; Students who understood the concept of Introductory Technology had higher academic achievement in the subject than those who did not; 70 per-cent of the respondents were not committed to the pursuit of engineering/technology after the high school, while 30 per-cent were committed; Students who were committed to technology had higher achievement in Introductory Technology than those who were not. 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An ex-post facto survey design was used and a random sample of 2,500 junior secondary three (13-14 years old) students from a population of 48,302 JSS three students in the state public schools in 2008/2009 session. Data on independent variables were gathered with researchers--developed instrument called Students' Understanding and Goal Commitment in Introductory Technology (SUGCIT). The instrument had a Kuder-Richardson (KR-21) computed reliability index of 0.86. The data on students' academic achievement were obtained from Introductory Technology examination results of first semester 2008/2009. Two null hypotheses were tested at P&lt;0.05 using the Z-test statistics and multiple analysis of variance. 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subjects Academic Achievement
Comprehension
Educational Policy
Foreign Countries
Goal Orientation
Hypothesis Testing
Information Technology
Kuder Richardson Reliability Formulas
Multivariate Analysis
Nigeria
Secondary School Students
Statistical Analysis
STEM Education
Student Attitudes
Student Interests
Student Surveys
Technological Literacy
Vocational Interests
title Influence of Students’ Understanding and Goal Commitment on Academic Achievement in Introductory Technology in Akwa Ibom State, Nigeria
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