Journals / European Journal of Educational and Social Sciences / 2019 / Cilt: 4 - Sayı: 1
Potential Link Between Several Learner Characteristics and Second Quarter Achievement in Science (Physics) of Grade VIII Students
- Pages
- 23–37
- DOI
- —
Abstract
The primary objective of this study is to the determine and analyze the potential link between several learner characteristics (brain dominance, self-esteem and study skills) and their achievement for the second quarter in Grade VIII Science of selected students of Casimiro A. Ynares Sr. Memorial National High School. This study employed three adapted research tools in a questionnaire check list form as main tool in gathering the needed data. One hundred students served as respondents of the study. Results showed that there is no significant difference among the achievement of learners with varied brain dominance and that the achievement of the students does not favour in any particular learner groups based on brain dominance. Furthermore, there is also no significant difference among the achievement of learners with varied self-esteem this implies that that a high, low or moderate self-esteem does not affect the learner’s achievement in Science. On the other hand, there is significant difference among the achievement of learners with varied study skills. This suggests that a strong study habit or skills have a great effect on the learners’ achievement in Science for the second quarter. The results also revealed a low and no significant correlation exist between self-esteem and achievement, the relationship is not significant because of the low achievement of learners reflected through the second quarter grade with varied self-esteem. On the other hand, there is a high significant correlation that exist between study skills and the achievement of learners. The results imply the importance of a study habit or skills to be able to achieve a high academic achievement in Science. Lastly, a moderate significant correlation exists between self-esteem and study skills as also revealed on the table. In the light of the findings it is recommended that teachers should understand and know their students deeply.