International Journal of Mathematics Trends and Technology
Volume 3 | Issue 3 | Year 2012 | Article Id. IJMTT-V3I3P506 | DOI : https://doi.org/10.14445/22315373/IJMTT-V3I3P506
This study investigated the effects of test response mode and locus of control on student’s achievements in senior secondary school mathematics and sciences within the blueprint of casual-comparative research of an expost-facto type. The sample consisted of 240 senior secondary school year two students drawn from seven randomly selected senior secondary schools in Epe Local Government Area of Lagos State, Nigeria. Five instruments were used for data collection and data analysis was done using mean, standard deviation and t-tests (paired and independent samples). Results showed that there was a significant effect of test response mode on students’ achievement in (a) Mathematics (b) Biology, (c) Chemistry, and (d) Physics. Students performed better in multiple-choice objective test than in constructed response test in each of the school subjects investigated. Also, there was a significant effect of locus of control on students’ achievement in (a) Mathematics (b) Biology, (c) Chemistry, and (d) Physics in favour of the internals who recorded higher mean scores than the externals. Thus, recommendation based on the findings were made and science and mathematics teachers were implored to embrace effective teaching in the classrooms as a panacea for students to achieve better performance in science and mathematics.
[1] J. O. Olawale, Fundamentals of Phychological foundations of
education. Handbook for Education Students and Teachers 3
rd
Edition Johns-Lad Publishers Ltd, Lagos, 1994.
[2] J. Rotter, Generalized expectancies for internal versus external control
of reinforcement. Psychological Monographs, vol. 80, pp. 1–28,
1996.
[3] F. A. Akinlaye, A. Mansaray, and J. O. Ajiboye, Fundamental of
Social studies teaching, Punmark Nigeria Ltd, Ikeja, Lagos, 1996.
[4] I. S. Osokoya, Writing and Teaching History. A guide to advanced
study, Laurel Educational Publishers Ltd. Ibadan, Nigeria, 1996.
[5] E. A. Emeke, and B. A. Adegoke, (2000). Test response mode as
determinants of Cognitive achievement in Physics Journal of
Educational Advancement 5 (3), 77 – 87.
[6] E. A. Emeke, and B. A. Adegoke, Determinant of students’ cognitive
achievement in senior secondary school Physics: How important is
test response mode? African Journal of Educational Research, vol.
10, pp. 25–29, 2006.
[7] B. A. Adegoke, Test response mode, numerical ability and gender as
determinants of students’ cognitive achievement in senior secondary
school Physics. An unpublished M.Ed Project, University of Ibadan,
Ibadan, 2000.
[8] D. Bar-Tal, D. Kfir, Y. Bar-Zohar, and M. Chen, The relationship
between locus of control and academic achievement, anxiety and
level of aspiration. British Journal of Educational Psychology, vol.
50, pp. 53 – 60, 1980.
[9] M. Grantz, (2006). Do you have the power to succeed? Locus of
control and its impact on education Retrieved on 30/05/2006 from
http://www.units.muohio.edu/psybersite/control/education.html.
[10] E. M. Anderman, and C. Midgley, Changes in personal achievement
goals and the perceived classroom goal structure across the transition
to middle level schools, Contemporary Educational Psychology, vol.
22, pp. 269–298, 1997.
[11] U. Nzewi, and N. U. I. Osioma, The relationship between formal
reasoning ability, acquisition of Science process skills and Science
achievement, Journal of the Science Teachers Association of Nigeria,
vol. 29, pp. 41–45, 1994.
[12] H. M. Lefcourt, Locus of control: Current Trends in theory and
research, Hillsdale, N.J: Erlbaum, 1976.
[13] E. J. Phares, Locus of control in personality, Morristown, N.J: General
learning press, 1976.
[14] D. Bar–Tal, and Y. Bar–Zohar, The relationship between perception
of locus of control and academic achievement: review and some
educational implications, Contemporary Educational Psychology,
vol. 2, pp. 181–199, 1997.
[15] F. A. Adeoye, and S. M. Raimi, Influence of academic ability on
senior secondary students’ achievement in Physics. In Dada, A.,
Abimbade, A., and Kolawole, O.O. (Eds) Issues in language,
communication and education A book of reading in honour of
Okedara, C.A. pp. 332–341, 2005.
[16] West African Examinations Council, Chief Examiner’s reports, 2004.
[17] West African Examinations Council, Chief Examiner’s reports, 2005.
[18] West African Examinations Council, Chief Examiner’s reports, 2006.
[19] West African Examinations Council, Chief Examiner’s reports, 2007.
[20] West African Examinations Council, Chief Examiner’s reports, 2008
[21] M. K. Akinsola, Relationship of some Psychological variables in
predicting problem solving ability of in-service Mathematics
teachers. The Montana Mathematics Enthusiast, vol. 5, pp. 79–100,
2008.
[22] W. N. Bender, Learning disabilities: characteristics, identification,
and teaching strategies (2nd Ed.) Needham Heights, Mass: Allyn &
Bacon, 1995.
[23] R. Carden, C. Bryant, and R. Moss, Locus of control, test anxiety,
academic procrastination, and achievement among college students,
Psychological Reports, vol. 95, pp. 581–582, 2004.
[24] D. D. Gifford, J. Brice, J. Perriott, and F. Mianzo, Locus of Control:
Academic Achievement and retention is a sample of university firstyear students. Journal of College Admission Spring, pp. 18–25, 2006.
[25] P. N. Okpala, and C. A. Onocha, Perceived difficult topics in the
Nigerian secondary schools physics syllabus, Journal of Research in
Curriculum vol. 6 pp. 75–85, 1986.
Adeneye O. A. Awofala , Awoyemi A. Awofala , Alfred O. Fatade , Love M. Nneji, "Determinants of Students’ Achievements in Senior Secondary School Mathematics and Sciences: What is the role of Test Response Mode and Locus of Control?," International Journal of Mathematics Trends and Technology (IJMTT), vol. 3, no. 3, pp. 125-130, 2012. Crossref, https://doi.org/10.14445/22315373/IJMTT-V3I3P506
PDF 
Abstract 
Keywords 
References 
Citation