STUDENTS’ LOCUS OF CONTROL AND LEARNING APPROACHES IN MIXED ABILITY PHYSICS CLASSROOMS
Abstract
This study investigated the predictive power of students’ locus of control as well as learning approaches on ability levels in Physics classrooms in secondary schools. Five research questions were answered, and five null hypotheses were tested. A correlational survey research design was adopted for the study. The study was conducted in Makurdi Metropolis of Benue State. The study sampled 550 science students offering Physics as a school subject in Term II for 2021/2022 Academic Session from 89 senior secondary schools in the study area using simple random sampling technique. The instruments for data collection were Approach to Study Inventory (ASI), Locus of Control (LOC) and Ability Group Test (AGT). The instrument ASI developed by Biggs, Kember, and Leung, (2001) and LOC developed by Rotter (1966) was adapted in the study. The instruments were face validated by three experts. Construct validation was also done for ASI and LOC using factor analysis. The internal consistency estimate obtained through Cronbach’s Alpha was 0.72 for ASI and 0.76 for LOC. Data collected were analyzed using regression analysis to answer the research questions and test the null hypotheses at 0.05 level of significance. Findings revealed that surface learning approach, deep learning approach, internal locus of control, external locus of control as well as the combination of students’ learning approaches and locus of control have significant predictive power on students’ ability levels in Physics. Based on these findings, the following recommendations were made among others that Physics teachers should give students opportunity to participate in the class and give tasks that are within their ability and School counselors should encourage external control-oriented students not to avoid or neglect striving hard or to remain idle even when anticipating that luck and fate could determine their success.
Key words: locus of control, deep learning approaches, surface learning approach cognitive ability, Physics.
Full Text:
PDFReferences
Abbas, E-R, Omid, R. & Sajad, D. (2012). The exploration of the associations between locus of control and high school students’ language achievement. International Journal of Applied Linguistics & English Literature, 1(2), 35-48.
Achor, E. E; Ellah, B. O & Omaga, J. O. (2022). Misconceptions and difficult concepts as determinant of students’ academic engagement and retention in Physics. Jurnal
Varidika. 34(1), 42-52. DOI: https://doi.org/10.23917/varidika.v1i1.17660
Anwar, E. (2013). A corelational study of academic achievement and study habit: Issues
and concerns. International Journal of Education and Research. 1(2).46-51. Awofala, A.O.A; Awofala, A.A; Fatade, A.O. & Nneji, M. (2012). Determinants of
students’ achievement in senior secondary school Mathematics and science: What is the role of test responses made and locus control? International Journal of Mathematics Trends and Technology, 3 (3): 125-130.
Biggs, J.B., Kember, D & Leung, D.Y.P. (2001) The Revised Two Factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology. 71, 133-149
Bueche, F.J. (1988). Principles of Physics. (5th Edition). Singapore: Mc. Graw-Hill Inc. Cerna, M. A. & Paviliuschenko, K. (2015). Influence of study habit on academic
performance of international college students in Shangai.. Canadian Center of Science and Education. 5(4), 42-55.
Dart, B. C., Burnet, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J & Smith, D. (2000). Students' conceptions of learning, the classroom environment, and approaches to learning, The Journal of Educational Research, 93(4), 262-270.
Egbo, A. C. (2015). Effect of study habit counselling on academic achievement of probated students of Enugu State college of education, Enugu State, Nigeria. International Journal of Recent Scientific Research. 6(7), 5527-5531.
Emaikwu, S. O. (2019). Fundamentals of research methodology and statistics. Makurdi.
Selfers Academic Press.
Etem, Y. (2013). Metacognitive awareness and achievement focused motivation as the predator of the study process. International Journal Social Science and Education. 3 (4), 1013-1026.
Fakeye, D. O & Amao, T. A. (2013). Classroom participation and study habit as predators of achievement in Literature-in-English. Cross-Cultural Communication. 9(3), 18-25.
Gatawa, M. I & Yusuf, I. (2015). Internal versus external locus of control among students in tertiary educational institutions: A review of related literature and implications for educational psychology. SER 16 (2):1-10.
Manjula, D. S, Stewart, C, Wilson, R & Muhammed, S. G. (2012). Validity and exploration using adapted SPQ. International Journal of Environmental & Science Education. 8(2), 241-253
Mohammad, A. S. N. (2015). The impact of locus of control on language achievement.
International Journal of Language Studies (IJLS),6(2), 123-136.
Muhammad A. A & Kanwal, S. (2016). The effect of locus of control on academic performance of the students at tertiary level. International Review of Management and Business Research 5(3), 860-869.
Nworgu, L. N, Ellah, B. O & Achor, E. E. (2018). Meta-Cognitive awareness and study process of senior secondary school science students of low cognitive ability level. Journal of Research in Curriculum and Teaching. 10(1), 163-180.
Nworgu, L. N. Ellah, B. O & Oparah, C. E. (2019). Cognitive styles and attitude to science of senior secondary school science students of low cognitive ability level. Benue State University Journal of Education. 19(1), 169-181.
Ogunmakin, M. J. (2013). Academic self-efficacy, locus of control and academic performance of secondary school students in Ondo State, Nigeria. Mediterranean Journal of Social Sciences, 4(11). Retrieved March 9th, 2022.
Oludipe, B. B. (2013). Internal verses external control of reinforcement: Where do Nigeria
science students belong? Journal of Education and Practice, 4 (9): 65-66.
Onyekuru, B. U & Ibegbunam, J. O. (2014). Relationships among test anxiety, locus of control and academic achievement among college students. European Scientific Journal, edition 10(1) 1857- 7431.
Rotter, J. B. (1966). Generalized expectancies for internal verses external control of reinforcement. Psychological Monographs, General and Applied, 80 (1): 1-26.
Sabiha, A. C & Borooah, I. P. (2017). Locus of control and academic achievement of undergraduate college students of Guwahati City. International Journal of Humanities and Social Science Invention, 6(4), 67-70.
Sharma, D. (2012). A study of achievement-motivation, study habit and academic achievement among secondary school students. An International Journal of Education and Applied Social Sciences. 3(1), 17-21.
Sherafat, R. & Murthy, V. (2016). A study of study habit and academic achievement among secondary and senior senior school students of Mysorecity. International Journal of Indian Psychology .3(2), 161-170. Retrieved from: http://www.ijip.in/
Siahi, E. A. & Maiyo, J. K. (2015). Study of the relationship between study habit and academic achievement of students: A case of spicer higher secondary school, India. International Journal of Educational Administration and Policy Studies. 7(7). 134-141. DOI: 1058971/IJEAPS2015.
Test Booklet General Ability Test. Retrieved on 26th March 2022 from https:// www.resonance.ac.in.2003.
Refbacks
- There are currently no refbacks.
Copyright © 2022. KWASU International Journal of Education (KIJE) All Rights Reserved.
ISSN: 2384-6801 (ONLINE & PRINT)