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Cognitive Ability And Study Habit As Correlate Of Student Academic Achievement On Senior Secondary School Biology
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This study was carried out to examine cognitive ability and study habit as correlate of student academic achievement on senior secondary school biology using some selected senior secondary schools in Yenagoa Local Government Area Of Bayelsa State as a case study. The study was specifically set to evaluate the relationship between cognitive ability and students’ academic performance in Biology, examine the influence of study habit on Senior Secondary School students’ academic achievement in Biology, ascertain the extent poor cognitive ability and poor study habits jointly affect students’ academic performance in Biology, and identify the possible ways of enhancing biology students cognitive ability and study habits for better academic performance in Biology in secondary schools.
The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of Biology teachers and students of some selected senior secondary schools in Ikom Local Government Area Of Cross River State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Chi-square, and Pearson Correlation statistical tool, SPSS v23.
The result of the findings reveals that there is a significant relationship between cognitive ability and students’ academic performance in Biology. Furthermore, the result of the findings reveals that study habit has a significant influence on Senior Secondary School students’ academic achievement in Biology. Therefore, it is recommended that schools should adopt teaching methods that focus on enhancing students' cognitive abilities. Teachers should employ techniques that develop critical thinking, problem-solving, and analytical skills, such as inquiry-based learning, experimentation, and discussion-based teaching in biology classes. To mention but a few.
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TABLE OF CONTENTS - [ Total Page(s): 1 ]• Title Page• Certification• Dedication• Acknowledgement• Table of Content• List of Tables• AbstractChapter One:Introduction• 1.1 Background of the Study• 1.2 Statement of the Problem• 1.3 Objective of the Study• 1.4 Research Questions• 1.5 Research Hypothesis• 1.6 Significance of the Study• 1.7 Scope of the Study• 1.8 Definition of TermsChapter Two:Review of Literature• 2.1 Conceptual Framework• 2.2 Theoretical Framework• 2.3 Empirical ReviewChapter Three:Res ... Continue reading---
CHAPTER ONE - [ Total Page(s): 1 ]1.1 Background of the studyScience is, by its nature, more a way of thinking and an approach for acquiring new knowledge than the accumulation of scientific knowledge and its applications. Science teaching does not necessarily mean the dissemination of scientific information (Azonwu & Ochonma, 2023). A primary objective should be to develop students' rational powers, which constitute the essence of the ability to think. There are certain cognitive abilities associated with science, especially Bi ... Continue reading---
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TABLE OF CONTENTS - [ Total Page(s): 1 ]• Title Page• Certification• Dedication• Acknowledgement• Table of Content• List of Tables• AbstractChapter One:Introduction• 1.1 Background of the Study• 1.2 Statement of the Problem• 1.3 Objective of the Study• 1.4 Research Questions• 1.5 Research Hypothesis• 1.6 Significance of the Study• 1.7 Scope of the Study• 1.8 Definition of TermsChapter Two:Review of Literature• 2.1 Conceptual Framework• 2.2 Theoretical Framework• 2.3 Empirical ReviewChapter Three:Res ... Continue reading---
ABSRACT -- [Total Page(s) 1]
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ABSRACT -- [Total Page(s) 1]
Page 1 of 1