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All Journal Studies in Learning and Teaching Indonesian Journal of Early Childhood Education Studies
Habeeb Omoponle Adewuyi
Department of Educational psychology, University of Johannesburg, South Africa
Education Other

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Psycho-Personological Correlates of Academic Help-Seeking Among In-School Adolescents Habeeb Omoponle Adewuyi; Veronica Dwarika
Studies in Learning and Teaching Vol. 4 No. 1 (2023): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i1.210

Abstract

In the field of educational psychology, seeking academic help is a proven success strategy. This study examined the influence of emotional stability, self-esteem, and gender on academic help-seeking among in-school adolescents in Osun state. The descriptive correlational research design was used. The multi-stage sampling method was used by the researchers. Four hundred (400) in-school adolescents were used for the study. The data for this study were gathered using three reliable and standardized instruments: The Academic Help-seeking Behavior Rating Scale (α = .77), the Emotional Stability Scale (α = .88), and Self-esteem Scale (α = .72). The results demonstrated a substantial correlation between academic help-seeking among in-school adolescents and emotional stability (r = .146; p<.05), self-esteem (r = .207; p<.05), and gender (r = .025; p>.05) which was not significant. All the independent variables jointly contributed to academic help-seeking among in-school adolescents. Self-esteem made the most significant contribution (β = .249; t = 5.049; p<0.05) to academic help-seeking followed by emotional stability (β = .198; t= 4.016; p<0.05) and Gender (β = .032; t = 6676; p>0.05). It was recommended that educational psychologists should assist in raising awareness and providing counseling to students who have poor or low academic help-seeking behavior.
Multi-Causal Predictors of Academic Performance Among Senior Secondary School Students: Peer Influence, Social Network Use, and Gender Habeeb Omoponle Adewuyi
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.297

Abstract

The study investigated the causal relationship between peer influence, social network usage, gender, and academic performance of senior secondary school students. A descriptive survey research design was used for the study. Both the independent and dependent variables were measured with standardized instruments, which included peer influence factor scale (α = .81), social network questionnaire (α = .78) and student achievement scale (α = .83). The result showed that academic performance has a significant relationship with all the independent variables when put together, with the value of R adjusted = .626 and R2 adjusted = .386; the analysis of variance yielded an F ratio value of 63.62 at 0.05 significant level. In terms of the magnitude of contributions, peer influence made the most with (beta = .554, t = 11.772, p<0.05) followed by social network usage (beta = .168, t = 3.562, p<0.05), while gender had no significant contribution (beta = -.094, t = -2.064, p>0.05). Therefore, it is advised that parents, guardians, and other interested parties be made aware of the consequences of uncultured use of social media among peers and that students be encouraged to make effective and efficient use of their time, especially their free time.
Teachers’ Management of Everyday-Living Skills of Intellectually Challenged Learners Adesegun Olayide Odutayo; Abdullateef Adeshina Adebayo; Habeeb Omoponle Adewuyi
Indonesian Journal of Early Childhood Education Studies Vol. 13 No. 2 (2024): November 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v13i2.283

Abstract

Intellectually Challenged Learners (ICLs) are a long-lasting medical condition that affects people for the rest of their lives and typically prevents them from reaching their full potential. This study, therefore, investigated teachers’ management of Everyday-Living Skills (ELS) of ICLs. The research is survey-based and primarily descriptive. The study's population comprised instructors in public inclusive primary schools in Lagos State, Nigeria. The study’s sample consisted of 100 inclusive primary school instructors in total. The researchers employed a well-structured study questionnaire they had created to gather information on the “Management of ELS of ICLs.” A reliability index of 0.72 was calculated with the aid of the Spearman-Brown Prophecy Formula. A mean rating was used to address the questions posed. The t-test and Analysis of Variance (ANOVA) were used to evaluate the hypotheses at the 0.05 significance level. This study discovered that when teaching ELS to ICLs, the teacher-direct approach (TDA), generalization and application, task analysis (TA), and positive reinforcement and encouragement (PIE) were consistently used. The government should allot enough funds to equip instructors with the required instructional resources, assistive technology, and improved environments for effective ELS instruction.
Co-Authors Abdullateef Adeshina Adebayo Adesegun Olayide Odutayo Veronica Dwarika