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| Format: | Recurso digital |
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2025
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| Accès en ligne: | https://doi.org/10.5281/zenodo.17570550 |
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| author | Kuyenum, C. Ighodaro, Augustina E. |
| author_facet | Kuyenum, C. Ighodaro, Augustina E. |
| contents | <p><strong>Abstract</strong></p> <p></p> <p>This study investigated students’ variables as correlates of students’ academic achievement in the University of Benin. Three research questions were raised and hypothesized. The study adopted the correlational survey and ex-post facto research design. <span>The population for this study consisted of </span>40,788, made up of 19,899 male undergraduates and 20,889 females, being the total number of <span>all duly registered undergraduate students of the 2023/2024 session, pursuing degrees at the University of Benin. The sample of this study was of 289 students using the multistage sampling procedure of stratified sampling and the simple random sampling technique of the balloting method. </span>The instruments used for the study were a structured questionnaire and students’ academic achievement (CGPA). The instruments were validated by two experts in Measurement and Evaluation in the Department of Educational Evaluation and Counselling Psychology, University of Benin. The reliability of the instruments was determined using the Cronbach alpha reliability method and coefficient values of 0.85 for study habits and 0.87 for peer pressure as a measure of internal consistency. The research questions were answered using the coefficient of determination, while linear regression statistics were used to test the null hypotheses at 0.05 alpha level. The findings of the study showed that there is no significant relationship between gender and students’ academic achievement; there is a significant relationship between study habits and students’ academic achievement, and<span> </span>there is a significant relationship between peer pressure and students’ academic achievement. Based on the findings of the study, it was recommended that schools should encourage positive peer influence by creating peer mentorship programs and study groups that foster academic collaboration and reduce negative peer pressure.</p> <p><strong><span>Keywords:</span></strong><span> Study Habits, Peer Pressure, Gender, Academic Achievement</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17570550 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Students' Variables as Correlates of Students' Academic Achievement in the University of Benin, Benin City Kuyenum, C. Ighodaro, Augustina E. <p><strong>Abstract</strong></p> <p></p> <p>This study investigated students’ variables as correlates of students’ academic achievement in the University of Benin. Three research questions were raised and hypothesized. The study adopted the correlational survey and ex-post facto research design. <span>The population for this study consisted of </span>40,788, made up of 19,899 male undergraduates and 20,889 females, being the total number of <span>all duly registered undergraduate students of the 2023/2024 session, pursuing degrees at the University of Benin. The sample of this study was of 289 students using the multistage sampling procedure of stratified sampling and the simple random sampling technique of the balloting method. </span>The instruments used for the study were a structured questionnaire and students’ academic achievement (CGPA). The instruments were validated by two experts in Measurement and Evaluation in the Department of Educational Evaluation and Counselling Psychology, University of Benin. The reliability of the instruments was determined using the Cronbach alpha reliability method and coefficient values of 0.85 for study habits and 0.87 for peer pressure as a measure of internal consistency. The research questions were answered using the coefficient of determination, while linear regression statistics were used to test the null hypotheses at 0.05 alpha level. The findings of the study showed that there is no significant relationship between gender and students’ academic achievement; there is a significant relationship between study habits and students’ academic achievement, and<span> </span>there is a significant relationship between peer pressure and students’ academic achievement. Based on the findings of the study, it was recommended that schools should encourage positive peer influence by creating peer mentorship programs and study groups that foster academic collaboration and reduce negative peer pressure.</p> <p><strong><span>Keywords:</span></strong><span> Study Habits, Peer Pressure, Gender, Academic Achievement</span></p> |
| title | Students' Variables as Correlates of Students' Academic Achievement in the University of Benin, Benin City |
| url | https://doi.org/10.5281/zenodo.17570550 |