related literature about academic performance of senior high school students


This study is critical because it delves into Liberian students’ motivations and strategies as well as factors hampering their learning. Cognizant of the fact these learning hindrances have more serious consequences for girls’ education, addressing these challenges would go a long way in increasing girls’ chances for enrolment, retention, and completion. Coefficient alphas, means, mean differences, and one-way repeated-measures ANOVA pairwise comparison results for learning strategies of participants. Ramses T. Kumbuyah, and Dr. Rosemarie Terez-Santos, and staff of the organization including Coretta Kialen, Joseph Bernard, M. Freeman Dorker, Mulbah Saywala, David Tagbailee, and Faith K. Kialen for their kind support of, dedication to, and commitment in making this initiative a resounding success. Participants completed the questionnaire within 20 to 30 minutes. The findings of this study, no doubt, provide salient insights into the motivation and strategy use of Liberian students as well as factors hindering their learning and their implications for better student learning outcomes. The authors hereby wish to declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. In a study of 404 college students, Al Khatib [11] found that four of the independent variables (intrinsic goal orientation, self-efficacy, test anxiety, and meta-cognitive self-regulated learning) are significant predictors of college students’ performance. Of the population, 162 were male and 161 female. Alderman [15] indicates that those students who have optimum motivation have an edge because they have adaptive attitudes and strategies, such as maintaining intrinsic interest, goal setting, and self-monitoring. This signifies that Liberian students’ quest to acquire education is being influenced by external forces. INTERNET AND ITS IMPACT ON STUDENT PERFORMANCE 1. Getting to and from school remains a paramount challenge. 1 (2018): 1-8. doi: 10.12691/education-6-1-1. It is foreseen that this research findings would provide better and clearer comprehensibility of Liberian students’ motivation and use of learning strategies to help students, administrators, and policymakers improve teaching and learning through the development or alignment of policies and programs in the interest of nation building. The Constitution of the Republic of Liberia, 1986. Total involvement of parents is highly necessary. The perceived uncertainty about the future might also be a source of reported worries by participants. The following are conclusions of this research. Finally, this research projected several factors deeply hampering students’ chances to do well in their academics. The Ministry of Education was consulted on the rationale and purpose of the study; the Ministry indorsed the study and provided a letter of authorization, seeking school authorities’ cooperation. Accordingly, the Liberian Education Law requires for Basic Education of the country, which comprises grades 1–9, to be free and compulsory [3], though the compulsion part is not being fully implemented due to limited access to learning facilities, among other constraints. Because when the motivation of students is detrimentally affected, it would have reciprocal effect on students and their learning outcomes. Consultations were made at national and school levels. As noted by Pintrich [7], Bandura advises students to believe that they are able and that they can and will do well in order to have better changes of remaining motivated in terms of effort, persistence, and behavior. Unlike motivations, two strategy use components showed statistically significant differences, female participants getting the higher mean for the effort regulation strategies (mean = 3.40, SD = .74) than their male counterparts (mean = 3.02, SD = .90) = −4.445, (2-tailed) = 0.001, and with male participants getting higher mean on peer learning (mean = 3.79, SD = .95) than their female counterparts (mean = 3.58, SD = .86) (323) = 2.064, (2-tailed) = 0.040. They were also hypothesized to show limited use of critical thinking and effort regulation strategies. Students’ motivational belief components showed relationship with strategy use components in learning expedition. Motivation can be equated to being a bridge, and strategy use entails walking on the bridge. Partner organizations like USAID, UNICEF, OSIWA, EU, Save the Children, and Plan International, among others, have also invested and continue to invest millions into different programs in the sector including teacher training and provision of teaching and learning materials. To analyze the data, a number of statistical techniques were employed. Extrinsic goal orientation got the highest mean (M = 5.81, SD = 1.42) and Test Anxiety (M = 4.21, SD = 1.55) obtained the least mean. (3)Does there exist relationship between students’ motivations and strategy use? (6)Parents must desist from using children as breadwinners; National Government is recommended to compel compliance. Such thing might be hampering their chances of progressing deeply in their learning pursuits as it is necessary ingredient for academic success. However, there were slight mean differences for both genders in other beliefs and strategies. R.Q.2. At the same time, we juxtaposed the belief and strategy constructs as well as investigated participants’ genders in the framework of motivational beliefs and strategy use for learning. The means and standard deviations of each of the components were found. Liberian government through the Ministry of Education and partners must intensify efforts to alleviate various problems confronting students including worries about life challenges (poverty), access, poor learning facilities, and harassment in schools. Therefore, future study must consider such combination of both students self-reports and their academic achievements. This result is inconsistent with a study by Marcou and Philippou [20] who found self-efficacy for learning and performance as the most significant belief for learners. This result is captivating and it is a testament of enormous efforts being put in by education stakeholders to promote enrolment, retention, and completion rates of females aimed at closing gender disparity in Liberia’s education sector. Utilizing a cross-sectional quantitative research design, 323 participants took part in this study. Further, research showed that students’ motivations and strategy use have some impact on student performance [11]. Since gender remains an important phenomenon in Liberia’s education sector, factors affecting students learning were examined in line with gender. Key Research Questions(1)What motivational beliefs are held by Liberian junior and senior high school students to learn? For instance, the Global Partnership for Education (GPE) in 2010 awarded a US$40 million dollar grant to support Liberia in implementing its education sector plan [1]. This study posits that there is disconnection between parents quest for their children to attain quality education and their corresponding involvement into children academics, which could be attributed to high illiteracy rate and purported busy schedules of educated parents. Recreational, school feeding, transportation, continual improvement of schools, and stringent measures against harassment must be assertively supported. Data collectors (staff of FREE Liberia) were trained on basic ethics of research and data collection techniques to enhance their skills to perform the task effectively. Data analyses were conducted using SPSS 17.0. Cognizant of this, Zimmerman [9] stresses that there is a growing pedagogical need to comprehend how students develop the capability and motivation to regulate their own learning. The implication is that if learners are not motivated to enable them to believe in themselves and ask for help, it could affect their dispositions for lifelong learning and their capacities to succeed in various difficult life situations. Contrary to presumptions, peer pressure (going out with friends) and video clubs/games have less significant effect on students’ learning. Results for motivational beliefs and strategy use for gender. ROMANTIC RELATIONSHIP AND ACADEMIC PERFORMANCE SENIOR HIGH SCHOOL STUDENTS IN COR JESU COLLEGE. R.Q.4. From Table 2 results, it must be noted that, at the point of significance level, the component with the higher mean, for instance, rehearsal strategies and effort regulation strategies, the significance was in favor of rehearsal strategies. This is evident through their nonparticipation in some parent-teacher association activities including meetings. Another factor for students reporting more extrinsic motivation could be as a result of high emphasis being placed on grades. In an apparent response, the Liberian Ministry of Education has set out a number of priorities in this direction; the most paramount among them relates to dealing with underperformance of students by endeavouring to enhance students learning outcomes [4]. the 2005 act high school profile report reflects the characteristics of students who took the act assessment during their sophomore, junior or senior year, and who graduated from high school in the spring of 2005. the most recent test record is used for students testing more than once. As it relates to the motivational beliefs and learning strategies of participants, one-way repeated-measures ANOVA was used. The factors hindering students’ learning were analyzed based on frequency of reports by respondents. Accordingly, females exhibited persisting in the face of difficult or boring tasks (effort regulation) as well as appreciating more learning and using a study group or friends to help learn (peer learning) as compared to their male counterparts. Alleviating these challenges including poor learning facilities would foster increased girls’ enrolment, retention, and completion rates in the Liberian school system. Specifically, we have been able to establish the stimulating forces (beliefs) and mechanisms (strategies) propelling their progression or retrogression in learning various subjects at school. This is, however, contingent on the sort of beliefs they hold. For strategy use, the descriptive statistics on the mean differences showed slight variations in various strategy use. When gender was plotted as a variable relative to these hindrances, female students reported higher effect on their learning for most of the factors in comparison with their male counterparts. ACADEMIC STRESS AMONG HIGH SCHOOL STUDENTS 2018-09-09 - ARCELIE G. SANTOS. This further justifies the need for government and partners to continue their support to the sector. Hence, a number of recommendations and implications for action and future research are proffered. Not-for-profit Liberian research institutions like FREE Liberia, higher education entities, and scholars should be supported morally or financially to routinely conduct empirical research projects in the country and disseminate findings thereof. The Motivated Strategies for Learning Questionnaire (MSLQ) [23], which seems to represent a useful, reliable, and valid means for assessing students’ motivation and the use of learning strategies [24], was adapted and used to establish the motivational component (22 items) and strategy use component (30 items), each using a 7-point scale anchored by “not at all true of me” (1) and “very true of me” (7).