Academic life satisfaction and sex differences in the achievement scores of selected students in a Nigerian school
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Date
2010
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Ekpoma Journal of Behavioural Sciences
Abstract
The study investigated the extent to which academic life satisfaction (Low; Medium; High) and sex influence students' achievement scores. Two hundred and two (77 males; 125 females) Senior Secondary School students, whose ages averaged 14.97 years (SD= 1.83) responded to an adapted version of Academic Life Satisfaction Scale (ALSS; Kumar & Dileep, 2005a). Based on their scores in ALSS, the participants were divided into three broad groups: Low Academic Life Satisfaction (n=67), Medium Academic Life Satisfaction (n=67), and High Academic Life Satisfaction (n=68) with two subgroups (male; female) each. Results indicated that academic life satisfaction was positively associated with achievement score [r(200)= .16, p<.05]. The 3 X 2 ANOVA and LSD results showed that students who were highly satisfied with their academic life had the highest achievement scores compared with those with medium or low satisfaction [F(2, 196)= 3.85, p < .05]. However, male and female students had similar achievement scores [F(1, 196)= 2.59, p >.05]. Furthermore, academic life satisfaction and sex had no joint effect on achievement score [F(1, 196)=.44, p>.05]. We concluded that students' satisfaction with their academic life increased their motivation to study, which in turn enhance their achievement scores.
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Ogungbamila, B., & Olusa, A. O. (2010). Academic life satisfaction and sex differences in the achievement scores of selected students in a Nigerian school. Ekpoma Journal of Behavioural Sciences. 3 (1&2), 214-226