Effects of goal-setting skills on students’academic performance in english language in Enugu Nigeria
ARTICLE
Abe Idowu, Ilogu Chibuzoh, Department of Educational Foundations, University of Lagos, Nigeria ; Madueke I, Yaba College of Technology
NAERJ Volume 3, Number 2, ISSN 2254-7339 Publisher: University of Alicante
Abstract
The study investigated the effectiveness of goal-setting skills among Senior Secondary II students’ academic performance in English language in Enugu Metropolis, Enugu state, Nigeria. Quasi-experimental pre-test, post- test control group design was adopted for the study. The initial sample was 147 participants (male and female) Senior Secondary School II students drawn from two public schools in Enugu zone of Enugu Metropolis. The final sample for the intervention consisted of 80 participants. This sample satisfied the condition for selection from the baseline data. Two research hypotheses were formulated and tested at 0.05 level of significance. Data generated were analyzed using the mean, standard deviation and t-test statistical method. The findings showed that performance in English language was enhanced among participants exposed to goal-setting intervention compared to those in the control group. The study also showed that there is a significant gender difference in students’ performance with female participants recording a higher mean score than males. Parental level of education was also found to be related to performance in English Language. Based on the findings, goal-setting intervention was recommended as a strategy to enhancing students’ academic performance particularly in English Language.
Citation
Idowu, A., Chibuzoh, I. & I, M. (2014). Effects of goal-setting skills on students’academic performance in english language in Enugu Nigeria. Journal of New Approaches in Educational Research (NAER Journal), 3(2), 93-99. University of Alicante. Retrieved August 7, 2024 from https://www.learntechlib.org/p/148243/.
© 2014 University of Alicante
Keywords
References
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