Students’ perceived influence of academic mentoring on their academic achievement in secondary schools in South-East, Nigeria
Keywords:
students, academic, academic mentoring, achievement, academic achievement, secondary schoolsAbstract
The main thrust of this study is to determined students’ perceived influence of academic mentoring on their academic achievement in secondary schools in South-East, Nigeria. The study adopted the descriptive survey research design. Two purpose statement, two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The accessible population for this study is 14,619 secondary school students in Anambra state. Although the target population relates to all secondary school students in South-east, Nigeria. The sample for this study comprises of 363 senior secondary school II students (male = 168, female = 195, rural area = 170, urban area = 193) randomly selected from three local government areas in Anambra state, South-east, Nigeria. The instrument for data collection was a structured questionnaire titled influence of Academic Mentoring on Academic Achievement Questionnaire. Three experts validated the instrument. The reliability of the instrument was established using Cronbach alpha statistics and yielded a reliability coefficient of 0.803. Data collected through direct delivery approach was analysed using arithmetic mean and standard deviation. Data relating to the hypotheses was analysed using t-test statistics for independent sample. reveals that male secondary school students agreed to the items raised on their perception of the influence of academic mentoring on their academic achievement in secondary schools. In the same vein, female students agreed to the items raised on their perception of the influence of academic mentoring on academic achievement in secondary schools. The findings further revealed that, secondary school students in rural areas disagreed to the items raised on their perception of the influence of academic mentoring on their academic achievement in secondary schools. In the same vein, students in urban areas agreed to the items raised on their perception of the influence of academic mentoring on academic achievement in secondary schools. In line with the hypotheses, a significant difference in the mean rating of male and female students on the influence of academic mentoring on their academic achievement in secondary schools existed. The study further revealed a significant difference in the mean rating of secondary school students in rural and urban areas on the influence of academic mentoring on their academic achievement in secondary schools.
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