• Correlating University Students’ Academic Attainment and Sense of Hope in Science Education: A survey from a Nigerian University

    Author(s):
    Joshua Abah ABAH (see profile) , David Amenger Awen, Nathaniel Chiwam Kuse
    Date:
    2018
    Subject(s):
    Education, Hope, Humanities--Vocational guidance, Academic freedom, Education, Higher, Science--Study and teaching
    Item Type:
    Article
    Tag(s):
    Academic Tenacity, Hope Theory, Humanities careers, Higher education, Science education
    Permanent URL:
    http://dx.doi.org/10.17613/M6ZK55M35
    Abstract:
    Existing contexts within the Nigerian higher education system have taken a toll on the extrinsic motivation of students. In view of the effect of these dynamics on the overall objective of science education, students’ sense of hope holds a unique significance for academic wholeness. This study employs an ex post facto research design to examine the relationship between science education students’ sense of hope and their academic achievement. The sample comprises 69 second-year students drawn from the science education programmes of a federal university in North Central Nigeria. The Trait Hope Scale and student written responses on personal motivation for science education provided data that were analyzed using mean, standard deviation, t-test, correlation, and thematic analysis. The findings reveal overall high mean scores for sense of hope (x ̅=51.812, SD = 6.687), a weak positive correlation between hope and students’ CGPA that was not statistically significant, and broad desire for acquiring knowledge for society building. The implications of these outcomes for resilience in university education and human capacity development were discussed.
    Metadata:
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    Published as:
    Journal article     Show details
    Publisher:
    Research Publishing Academy
    Pub. Date:
    2018
    Journal:
    International Journal of Education and Knowledge Management (IJEKM)
    Volume:
    1
    Issue:
    3
    Page Range:
    1 - 17
    ISSN:
    2616-4698
    Status:
    Published
    Last Updated:
    5 years ago
    License:
    All-Rights-Granted
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