In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.6,
N
o.3,
S
eptem
b
er
2
01
7
,
pp. 243~
2
5
1
IS
S
N
: 2252-
88
22
243
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
sj
ourn
a
l.
com
/
on
line
/
in
dex.
p
h
p
/
I
J
ERE
Factors Influencing Candidat
es’ Performance in En
g
lish
Language and
Mathematics a
t West African Seni
o
r
School
Certificate Examination
O. M.
Alade
1
,
O.
O
.
Ku
k
u
2
,
A. Osoba
3
1
D
ep
a
r
t
m
en
t
o
f
E
du
catio
nal
F
ound
ati
ons,
U
n
i
v
ersity
o
f
Lago
s,
Ni
geria
2
F
ederal
C
o
l
l
e
g
e
o
f
Ed
ucatio
n
(T
ec
h
n
i
cal),
A
koka,
Lago
s,
N
i
g
eri
a
3
The
W
e
s
t
Af
r
i
can Exam
i
n
a
tion
s
Co
u
n
c
il, Ike
ja,
L
a
g
o
s,
N
igeria
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Jun
21
,
2
0
17
Re
vise
d A
ug
1
0
,
201
7
Ac
ce
p
t
ed
Au
g
2
1
,
2
017
Th
e
s
t
ud
y
in
ve
s
t
i
g
ated
i
n
f
lu
en
ce
of
s
o
m
e
f
acto
r
s
o
n
t
h
e
p
erf
o
rm
ance
of
sel
ected
W
est
Af
ri
can
S
en
io
r
S
c
ho
ol
C
e
r
tif
i
cate
E
x
amin
ati
o
n
(W
A
SSCE
)
c
a
n
dida
te
s.
I
t
a
l
so
e
xa
min
e
d
t
h
e
re
la
tio
n
s
h
i
p
be
twe
e
n
t
he
se
f
a
c
tors
a
nd
cand
i
d
a
tes’
p
erf
o
rm
an
ce.
F
actors
in
vestig
ate
d
i
nclu
de
s
o
c
io-eco
no
m
i
c
background
o
f
t
h
e
candi
dat
e
s
(
S
E
B
)
,
s
tudy
h
o
u
rs
(
S
H
),
a
ttitude
towards
En
glis
h
Lan
guage
(
ATTENG)
a
nd
a
ttitude
t
oward
s
M
ath
e
m
a
tics
(ATTM
A
T
)
.
S
e
c
o
nd
ary
scho
ol
s
in
L
agos
S
t
a
te
w
ere
d
i
v
i
d
e
d
int
o
p
r
i
v
at
e
and
pu
bl
ic
s
econ
d
ary
sch
ool
s.
S
im
ple
ran
d
o
m
s
am
p
l
in
g
was
us
e
d
t
o
s
e
lect
f
iv
e
ou
t
of
t
h
e
s
ix
e
du
cati
onal
d
i
st
ric
t
s
in
L
ag
os
S
tat
e
.
Th
en
o
n
e
p
ub
lic
a
nd
o
ne
pri
v
at
e
s
econd
ary
sch
o
o
l
s
w
e
re
s
elected
i
n
each
o
f
th
e
fi
ve
e
du
cati
onal
di
s
t
ric
t
s
earlier
s
e
lected
i
n
s
t
age
o
n
e.
T
h
e
reaf
ter,
3
0
s
e
ni
or
se
c
onda
r
y
s
c
h
o
o
l
III
st
udents
were
s
el
ected
i
n
each
of
t
he
t
en
s
chool
s
(5
p
ub
li
c
a
n
d
5
p
r
i
v
a
t
e
sch
o
o
l
s).
A
total
of
600
can
did
a
tes
(con
sisting
o
f
m
ale
an
d
f
e
m
al
e
part
ici
p
ants)
we
re
e
xp
e
c
t
e
d,
h
owev
er,
o
n
l
y
5
6
4
p
art
i
cip
a
n
t
s
wit
h
c
o
mp
le
te
dat
a
w
ere
f
o
un
d
su
it
a
b
le
f
or
t
he
s
t
udy
.
An
i
nstru
m
ent
t
a
g
g
ed
“
C
an
di
dates
Rati
ng
S
cal
e
(CRS
)”
w
as
d
evel
op
ed
a
nd
u
s
e
d
to
m
eas
ure
th
eir
S
E
B
,
SH,
ATTENG
and
ATTMA
which
were
t
he
i
n
d
ep
enden
t
v
ar
iab
l
es
w
hil
e
cand
i
d
a
tes’ scor
e
s
at W
ASS
C
E
was
u
s
ed as
t
h
e d
e
pen
d
en
t
v
a
riabl
e
.
Ob
t
a
in
ed
dat
a
w
ere
an
al
yzed
b
y
u
s
i
ng
m
u
l
t
i
p
le
r
egres
s
io
ns
.
T
h
e
resu
lts
o
f
th
e
s
t
ud
y
in
di
cate
t
h
at
t
here
e
x
i
s
t
s
a
p
o
s
i
tive
correl
a
ti
on
between
W
A
S
S
C
E
g
r
ades
a
nd
all
t
h
e
vari
ables
in
M
ath
e
mati
cs
b
u
t
c
orrelat
e
w
it
h
so
cio
eco
no
mi
c
b
a
c
k
g
r
ou
n
d
o
nly fo
r
En
gl
ish
la
ng
ua
g
e
.
K
eyw
ord
:
A
ttit
u
d
e
P
e
rform
a
nc
e
So
ci
o
-
e
c
o
n
o
m
ic
b
ac
k
g
r
o
und
S
t
ud
y h
ours
Wa
ss
c
e
Co
pyri
gh
t © 2
017 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
O
s
oba
A
.
The
Wes
t
Africa
n Exam
i
n
at
i
o
ns
C
o
u
n
ci
l,
P
l
ot 6,
Late
e
f
J
akan
de
roa
d, A
gi
d
i
n
g
b
i
,
I
keja,
Lagos,
N
i
geri
a
.
Em
ail:
adu
n
o
s
o
ba
@
g
ma
il
.
c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
Ed
uc
at
ion
i
s
t
he
b
e
d
roc
k
o
n
w
h
i
c
h
t
h
e
de
ve
lo
pm
ent
o
f
a
ny
na
ti
o
n
d
e
p
e
n
d
s
.
I
t
i
s
w
h
a
t
m
a
k
e
s
a
ma
n/w
o
ma
n
to
b
e
se
l
f
-r
elia
nt
a
n
d
a
b
l
e
to
c
o
n
tr
ibu
t
e
hi
s
/
he
r
q
u
o
ta
t
o
t
h
e
g
r
ow
t
h
a
nd
d
e
v
e
l
o
p
m
e
nt
o
f
hi
s/
her
fa
mil
y
,
c
o
mmun
i
t
y
,
na
ti
o
n
a
nd
the
wor
l
d
at
l
ar
ge.
Accor
d
i
n
g
t
o
U
k
a
oha
[
1]
,
a
n
y
cou
n
tr
y
t
h
at
w
a
n
ts
deve
l
opm
en
t
i
n
a
l
l
r
am
ifica
tio
ns
s
ho
u
l
d
de
pen
d
b
a
s
ica
lly
on
s
o
u
n
d
e
d
u
c
atio
na
l
de
vel
opm
en
t
be
ca
u
s
e
the
huma
n
de
v
e
l
op
m
e
nt
w
i
l
l le
a
d
to na
tio
na
l
de
v
e
lo
pme
n
t.
Ed
uc
at
ion
co
u
l
d
be
f
or
ma
l
,
i
nfor
ma
l
or
n
o
n
-form
al.
F
o
rma
l
e
duc
a
ti
on
i
n
vo
lve
s
t
eac
hi
ng
a
n
d
l
e
a
r
ni
ng
p
ro
c
e
ss i
n
a
sc
hoo
l
o
r
w
i
t
hi
n th
e fou
r
w
alls o
f a c
l
a
s
sroom
;
i
n
form
al e
d
u
ca
t
i
o
n
is the
type
o
f lear
nin
g
t
h
at
i
s
a
c
qui
red
as
i
nd
iv
i
d
u
a
l
s
i
n
t
era
c
t
with
o
th
e
r
p
eop
l
e
in
t
he
s
oc
i
e
t
y
,
i
t
t
a
k
es
p
la
ce
e
v
eryw
he
re
a
n
d
thr
o
u
g
h
o
u
t
an
i
n
d
i
v
i
dua
l’s
li
fe
;
w
h
il
e
no
n-for
m
a
l
e
duca
t
i
o
n
ha
s
t
o
d
o
w
i
t
h
the
a
c
q
u
isi
t
ion
of
s
k
ills
t
hr
ou
g
h
voca
t
io
na
l
t
r
ai
nin
g
o
utsi
de
t
he
c
la
ssro
om
s
et
tin
g.
A
p
p
re
nt
i
c
es
h
ip
i
s
a
form
o
f
non
-form
al
e
ducation.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
2
4
3
– 251
24
4
A
c
c
o
rdi
n
g
to
U
N
E
S
C
O
[2]
,
form
a
l e
d
u
cat
i
o
n
i
s
tha
t type
of ed
uc
a
tio
n tha
t
is i
n
st
it
ut
ion
a
l
i
sed,
in
t
e
n
t
i
o
n
a
l
an
d
pla
n
ned
ei
t
h
er
t
hr
ou
g
h
p
u
b
l
i
c
orga
nisa
t
i
o
n
s
a
nd
r
e
c
o
g
n
i
se
d
pri
v
a
t
e
bo
di
e
s
w
h
i
l
e
non
-fo
rmal
e
du
c
a
tio
n
i
s
t
he
ty
pe
o
f
e
d
uca
t
i
on
t
h
a
t
i
n
v
o
l
ve
s
pro
g
ram
m
e
s
c
o
n
t
r
i
b
u
t
i
ng
t
o
a
du
l
t
a
nd y
out
h
li
ter
acy
a
n
d
educa
tio
n for o
u
t
-
of-
sch
o
o
l
c
h
i
l
d
r
e
n,
a
s
w
e
ll
as
p
rogra
m
m
e
s
on
li
fe
s
k
i
l
l
s,
w
ork
sk
i
lls,
a
n
d
so
c
i
a
l
o
r
cu
lt
ural
d
eve
l
opm
en
t.
I
t
c
a
n
als
o
inc
l
ude
l
e
a
rni
ng
act
i
v
it
ie
s pur
sue
d
for self-de
v
e
l
o
p
m
e
nt a
nd
ma
y no
t
be
nec
essaril
y
for jo
b
.
I
n
f
orma
l
e
d
u
c
ati
o
n,
t
he
re
i
s
the
nee
d
f
or
p
r
oper
scho
o
l
ing.
S
i
nce
it
is
a
p
l
a
nne
d,
i
n
t
e
n
ti
ona
l
an
d
in
st
i
t
u
tio
na
li
se
d
proce
s
s,
t
he
l
ear
ners
a
r
e
e
xpe
c
t
e
d
t
o
fu
lfil
c
e
r
t
a
i
n
c
r
i
t
e
r
ia
b
ef
ore
t
h
ey
c
an
b
e
c
e
rt
ifi
e
d
or
awa
r
ded
cer
tifi
c
ates.
In
N
i
g
e
r
ia,
the
sys
t
em
o
f
e
d
uca
t
ion
b
e
in
g
p
ra
ct
i
c
ed
i
s
6-3-3-4
/
5
/
6:
w
ith
t
he
6
a
n
d
t
he
firs
t 3
year
s co
ns
ti
tut
i
ng t
h
e Ba
sic ed
uc
a
tio
n pro
g
ram
m
e
w
hic
h
is c
omp
u
l
s
ory for e
v
ery N
i
geria
n
ch
i
l
d
(Bas
i
c
1
t
o
J
S
S
3
);
t
hree
y
e
a
r
s
in
t
he
s
e
n
io
r
sec
ond
a
r
y
scho
ol
(
S
S
S
1
to
S
SS
3)
;
a
n
d
4
/
5/
6
ye
ars
in
t
he
u
niv
e
rsi
t
y
depe
ndi
n
g
o
n t
h
e c
o
urse o
f st
ud
y. The first
l
evel w
hi
c
h
i
s 6
ye
ar
s dura
t
i
o
n
is d
o
n
e
i
n
t
he
P
rim
a
ry S
c
hoo
l
s
,
th
e
nex
t
2
l
e
v
els
a
r
e
done
i
n
the
se
con
d
ary
s
c
ho
o
l
;
jun
i
or
a
nd
se
n
i
o
r
s
e
c
o
n
d
a
ry
s
ch
ool
s.
S
e
c
o
nd
ary
scho
ol
educ
a
t
i
o
n
is
o
f
grea
t
im
p
o
rta
n
ce
t
o
t
h
e
e
d
u
c
atio
n
sec
t
o
r
o
f
an
y
c
ou
nt
ry;
t
h
i
s
i
s
b
e
c
a
u
s
e
it
i
s
th
e
li
n
k
bet
w
ee
n
the
pr
i
m
ar
y
a
nd
tert
iary
e
d
u
c
a
tio
n.
T
he
s
ec
o
n
da
ry
l
e
v
e
l
p
re
pare
s
the
le
a
r
ne
rs
f
or
f
ur
t
h
e
r
e
duca
t
i
o
n
a
nd
t
h
e
w
o
rld o
f
w
ork.
Th
e
o
u
t
c
o
m
e
of
a
ny
e
du
c
a
t
i
on
a
l
p
u
r
suit
(
seco
nd
ary
e
d
u
cat
i
o
n
i
n
c
l
u
si
v
e
)
i
s
a
l
w
ay
s
we
igh
e
d
ag
ain
s
t
the pe
rfor
m
a
n
ce of t
he
lea
rner
s.
T
e
a
c
h
e
r
s’ effec
ti
vene
ss is a
ls
o
m
e
a
s
ured in term
s
of t
hei
r
st
u
de
n
t
s’ ac
a
d
em
ic
perform
ance
s.
A
l
i
,
Jus
o
ff,
A
li,
M
ok
h
t
ar,
a
nd
A
z
n
i
[
3]
o
p
i
ned
t
h
a
t
a
cade
m
ic
p
er
form
anc
e
h
as
a
lways
be
en
use
d
a
s
yards
t
i
c
k
for
dete
rmi
n
i
n
g
suc
ces
s
o
r
o
th
e
r
w
i
se
o
f
sch
o
o
l
year
s.
S
ocia
l
a
nd
e
c
o
n
o
mic
de
ve
lo
pm
ent
o
f
a
c
o
un
t
r
y
i
s
d
ire
c
tly
lin
ke
d
w
i
t
h
s
t
ude
n
t
s
’
aca
dem
i
c
pe
r
f
orm
a
nc
e.
T
hi
s
i
s
b
e
cau
se
s
tu
d
e
nt
s’
a
ca
de
mi
c
ac
hi
e
v
em
en
t
p
l
a
y
s
a
n
i
m
p
o
r
ta
nt
r
o
l
e
i
n
p
ro
duc
i
n
g
qua
l
ity
g
r
a
d
u
a
t
e
s
who
wi
ll
b
e
c
o
m
e
gre
a
t
l
ead
e
r
s
and
wil
l
be
r
espo
ns
ible
for
the
c
o
u
n
t
r
y
’
s ec
onomic
an
d
s
o
c
ial de
ve
lopm
en
t.
Ca
nd
i
d
ates’
pe
r
f
orm
a
nc
es
i
n
exa
m
ina
t
i
ons
a
r
e
i
nflue
n
ce
d
b
y
a
n
u
mb
er
o
f
fa
ct
o
r
s.
S
t
u
d
i
e
s
h
av
e
b
e
en
ca
rried
o
u
t
t
o
ide
n
ti
fy
t
he
n
u
m
erous
f
a
c
t
o
rs
t
ha
t
ma
y
i
n
fl
uenc
e
aca
dem
i
c
perf
or
mance.
A
ccording
t
o
Irfan
a
n
d
Sh
ab
an
a
[4
],
t
h
e
se
f
actors
a
r
e
s
o
c
i
al
,
p
e
rson
al
,
p
s
y
c
h
o
l
o
g
i
c
a
l
,
e
nvi
ro
n
m
ent
a
l
and
po
lit
i
c
a
l
.
Th
e
so
ci
al
fa
ct
ors
inc
l
ude
t
he
p
a
r
en
ts’
l
e
ve
l
o
f
i
ncom
e,
p
are
n
t
s
’
e
d
uca
t
i
o
n
a
l
b
ackg
r
ou
nd
,
ho
me
c
on
di
t
i
on
s
and
p
e
e
r
rela
tio
ns
hip.
P
e
r
sona
l
fa
c
t
ors
ar
e
aspira
ti
on
c
a
p
aci
t
y
,
a
cad
e
m
i
c
i
n
cl
in
a
t
ion
,
p
erson
a
li
ty
,
i
n
t
e
re
st
,
a
t
tit
u
de
a
n
d
moti
va
t
i
o
n
.
P
sycho
l
o
g
ica
l
f
ac
tors
i
nc
l
u
de
l
e
v
el
o
f
i
n
tel
lig
enc
e,
g
en
e
t
ic
t
rai
t
,
ge
n
d
er
a
n
d
a
ge.
Sc
ho
o
l
e
n
vi
ron
m
e
n
t
a
l
f
a
ct
o
r
s
in
cl
ud
e
t
e
ac
h
e
r’s
edu
c
a
t
ion
a
l
qu
al
i
f
i
c
a
t
i
on
,
t
e
a
c
h
i
ng
st
y
l
e
/
me
th
od
s,
c
l
a
ss
en
vi
ronme
n
t
,
and
cla
s
s
s
i
ze
a
m
ong
o
t
her
s
.
P
o
li
t
i
c
a
l
e
nv
ironm
en
t
c
o
ul
d
als
o
i
n
f
lue
n
ce
the
pe
rform
anc
e
o
f
s
t
u
d
e
n
t
s
.
Th
is
i
s
bec
a
u
s
e,
i
n
a
c
o
u
n
t
ry
w
he
re
t
he
re
i
s
po
l
i
ti
c
a
l
s
er
eni
t
y,
t
ra
nqu
i
l
i
t
y
an
d
is
d
ev
o
i
d
of
a
n
y
d
i
s
trac
ti
on,
s
tu
de
n
t
s
are
m
o
re
like
l
y
to per
form
ve
r
y w
e
ll
.
I
n
a
s
t
u
d
y
b
y
A
l
i
e
t
a
l
[3],
f
i
v
e
fac
t
ors
i
n
fl
uenc
ing
st
u
d
en
ts’
p
erfor
m
a
n
ce
are
i
d
en
t
i
fie
d
.
These
fa
ct
ors
are
de
m
ograp
hic,
s
t
u
de
nt
a
tten
d
a
n
c
e
,
ac
t
i
ve
l
e
a
r
n
in
g,
i
n
vol
vemen
t
i
n
e
x
t
r
a
c
u
rri
cul
a
r
ac
ti
vit
i
e
s
a
nd
course
a
s
s
essm
ent. Using
C
G
P
A as
a
m
ea
sur
e
of st
u
d
en
t p
e
rform
a
n
ce
,
t
h
e
y
fo
und
f
ou
r (
d
emo
g
r
a
p
hi
c, st
u
d
e
nt
atte
n
d
an
c
e
,
acti
v
e
le
arn
i
ng
and
i
n
vo
l
v
em
ent
i
n
e
x
t
rac
u
rricula
r
a
c
t
i
vi
ti
es)
out
o
f
the
fi
v
e
f
act
o
r
s
to
b
e
pos
it
ive
l
y
r
e
la
t
e
d
w
ith
s
tu
de
nts’
C
G
P
A
,
w
hile
c
o
u
rse
asses
s
m
e
nt
w
as
n
egat
iv
el
y
re
l
a
t
e
d
wit
h
t
h
e
s
tude
n
t
s’
ac
adem
ic
p
erfo
r
m
a
n
ce.
V
i
c
t
or
[
5]
i
de
nt
i
f
ie
d
s
t
u
d
e
n
ts’
evort,
p
r
e
v
i
ous
s
c
h
ool,
p
a
re
nt
s
’
e
d
ucat
i
on,
f
am
ily
i
nc
om
e,
s
e
l
f-
moti
va
t
i
o
n
,
age
of
s
t
ude
n
t
,
l
e
arni
ng
pref
ere
n
ces,
c
l
a
ss
a
tte
nda
nce
an
d
en
t
r
y
qua
lifi
ca
tio
n
s
a
s
fac
t
or
s
t
h
a
t
h
a
v
e
sign
ifi
can
t
e
ff
e
c
t
o
n
s
tu
de
n
t
s
’
a
c
a
dem
i
c
pe
rfor
ma
nce
i
n
v
a
r
i
ous
s
e
t
tin
g
s
.
A
d
e
y
em
i
an
d
Ade
y
em
i
[6
]
a
l
so
i
d
ent
i
f
i
e
d
so
me
f
ac
to
rs
t
h
a
t
a
f
f
e
c
t
s
tu
d
e
nt
s
’
p
erfo
rma
n
ce
.
Th
es
e
fac
t
or
s
inc
l
ude
s
t
u
de
nt
-
t
e
ache
r
r
atio
,
teac
hers’
i
n
ter
e
st,
tea
c
h
er
s’
a
bi
l
ity,
t
eac
h
i
ng
m
e
t
h
o
d
,
com
m
itm
en
t
a
n
d
in
te
lli
ge
nc
e.
T
he
y
de
duce
d
t
ha
t
in
t
e
l
l
i
g
e
n
ce
h
a
s
t
he
m
ost
s
i
g
n
i
fica
nt
e
ffe
c
t
on
s
t
ude
n
t
s’
a
bi
li
t
y
t
o
do
w
e
l
l
in
s
c
h
o
o
l.
B
y
impl
ica
t
io
n,
w
i
t
h
out
the
me
nta
l
c
a
p
a
c
it
y
t
o
c
ompr
ehen
d
a
n
d
r
e
ta
in
i
nfor
ma
t
i
o
n
,
st
ude
n
t
s
w
i
ll
no
t
be
s
ucce
ssfu
l
i
n
s
c
h
o
o
l.
T
he
y
als
o
f
o
u
n
d
t
ha
t
tea
c
h
er
's
a
b
i
lit
y
a
l
s
o
i
nf
lue
n
ces
h
ow
w
e
l
l
a
st
ud
en
t
w
i
ll
p
e
rf
o
r
m.
T
h
i
s
i
s
b
e
cau
se
a
t
ea
ch
e
r
w
ho
is
c
om
pe
t
e
nt,
in
ter
e
s
t
ed
i
n
he
l
p
i
ng
st
ud
ent
s
,
ap
proac
h
able
and
e
ffi
c
i
en
t
wil
l
p
ro
duce
stud
e
n
t
s
w
ho
w
il
l
be
aca
dem
i
ca
ll
y sou
n
d
.
H
a
rb
a
n
d
E
l-S
h
a
a
ra
w
i
[
7]
d
isco
ve
red
t
h
at
s
tu
de
nt
's
c
ompe
t
e
nce
i
n
Eng
l
is
h
La
ng
ua
ge
a
n
d
part
ici
p
a
t
i
o
n i
n
the cla
ss po
si
t
i
ve
l
y
affec
t st
u
d
e
n
ts’
a
cade
m
i
c
perform
ance
whi
le abse
n
ce
in c
l
asses a
n
d l
i
v
i
n
g
i
n
c
ro
wd
ed
hou
seh
o
l
d
w
ere
id
e
n
ti
fi
e
d
a
s
fac
t
o
r
s
th
at
n
eg
at
i
v
e
l
y
a
ff
ect
s
t
udent'
s
a
cadem
ic
p
erform
ance
w
hile
Ra
y
an
d
La
nc
a
s
t
e
r
[8]
d
i
sco
v
er
ed
t
ha
t
pa
rent’s
m
o
tiva
t
i
on,
s
tu
d
e
n
t
s
’
st
udy
h
abit
,
d
i
lig
e
n
ce
a
n
d
ch
ild
re
n
’
s
perso
n
a
l
i
t
y
a
n
d
stre
ngt
h
w
e
re
f
ac
tor
s
t
ha
t
ma
y
inf
l
ue
nce
st
ude
n
ts’
academ
i
c
p
erform
ance.
A
st
udent
who
i
s
no
t
i
n
tere
st
e
d
i
n
sch
o
o
l
o
r
lea
r
ning
c
a
n
n
o
t
b
e
f
orc
e
d
t
o
b
e
c
o
m
e
i
n
t
e
r
este
d
in
e
d
u
c
a
tio
n
e
v
e
n
w
i
t
h
th
e
b
e
st
o
f
schools
,
best
teachers and best m
at
erials.
H
o
m
e
f
ac
tor
s
m
a
y
a
ls
o
ha
ve
g
re
at
i
nfl
u
e
n
c
e
o
n
s
tude
n
t
s’
a
c
a
dem
i
c
pe
r
f
orm
a
nc
e.
S
tu
den
t
s
fr
o
m
ph
ysic
a
lly,
sex
u
a
l
l
y
o
r
em
oti
ona
l
l
y
ab
us
i
v
e
h
o
m
e
s
ha
ve
g
re
ater
c
h
a
n
ce
s
o
f
v
i
e
win
g
edu
c
at
io
n
in
a
n
eg
a
t
iv
e
ma
nner.
Wit
ho
ut
str
on
g r
o
l
e
m
odel
s
to e
n
c
o
urage
s
u
c
h
s
t
u
de
nts,
it is
d
iffi
cul
t
t
o c
o
n
v
i
nc
e t
h
e
m
tha
t ed
u
c
a
t
io
n
is
i
m
por
t
a
nt
t
o
their
future.
Pe
er
p
ressure
f
r
o
m
f
r
iends
c
ould
al
so
i
nfl
u
en
ce
st
ud
ent
s
’
p
e
rf
o
r
man
c
e
.
A
s
t
ud
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Fac
t
or
s I
n
f
l
ue
nc
i
ng
Can
d
i
d
a
t
es'
Pe
rf
orm
a
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c
e
in En
gl
is
h L
a
n
g
u
a
g
e
a
nd
Ma
them
at
ics
.... (O
.
M.
Alade
)
24
5
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s fr
i
e
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s w
h
o
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t ta
ke
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t
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ac
adem
ic
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erfo
r
m
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I
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N
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g
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ay,
t
h
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ar
e
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uenc
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lti
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ffec
t
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and
ef
ficie
n
t
st
ud
y
ha
b
it.
T
he
a
d
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e
n
t
o
f
i
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e
r
net
has
m
a
de
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s
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vu
l
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era
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t
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a
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Th
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et
h
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ma
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b
sit
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act
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M
os
t
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d
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refer
su
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in
ter
n
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t
h
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r
e
a
d
i
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t
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O
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Y
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K
u
lak
-
K
a
yık
ç
ı,
B
el
gi
n,
L
a
l
e
l
i
,
a
n
d
S
ar
açba
ş
i
[9]
e
m
pha
s
ise
d
t
he
i
m
p
o
r
ta
n
ce
of
e
n
v
i
r
onm
ent
a
l
in
flue
nce
as
a
m
ajor
f
a
c
t
o
r
i
n
t
he
d
e
v
e
l
o
p
m
ent
o
f
s
t
ude
nt
s’
s
tu
d
y
in
g
hab
i
t
.
I
n
the
s
a
me
v
ein,
A
detu
n
ji
a
n
d
Ol
a
d
ej
i
[10
]
f
ou
nd
t
h
a
t
bo
ardi
n
g
stud
e
n
t
s
r
ead
r
eg
ul
arly
b
e
c
au
s
e
the
y
h
a
v
e
sc
he
d
u
le
d
t
i
m
e
f
or
r
e
a
d
i
n
g
,
t
he
y
some
tim
es
u
se
l
i
b
ra
ry
a
nd
l
i
b
r
a
r
y
books.
D
a
y
st
ud
en
ts
o
n
t
h
e
o
t
her
ha
n
d
,
r
ead
o
cc
asi
o
na
ll
y
e
s
pe
cia
l
ly
d
uri
ng
exa
m
ina
t
i
on.
I
n
t
h
eir
a
cade
m
ic
p
erf
o
rm
ance
s,
boa
rders
we
re
a
bov
e
a
v
erag
e
wh
il
e
d
a
y
st
ud
e
n
t
s
w
e
r
e
b
e
l
o
w
ave
r
age
.
The
st
ude
n
t
s a
ffirm
ed tha
t
rea
d
ing
has po
si
t
i
ve
i
nflue
nce
o
n
aca
d
e
m
i
c
pe
rform
anc
e
. T
h
e
y
s
u
b
m
itte
d
t
h
at
b
e
c
a
u
s
e
t
h
ere
i
s
n
o
cond
u
c
iv
e
e
nvi
ronmen
t
fo
r
st
ud
yi
ng
a
t
home
,
s
ome
pa
rents
ha
ve
r
esorte
d
to
s
e
n
din
g
the
i
r
c
h
i
l
dr
en
t
o
boar
d
in
g
sc
h
o
o
l
f
or
p
ro
per
di
sci
p
line
a
n
d
to
i
n
c
u
lc
ate
be
tter
r
ead
i
n
g
ha
bi
t
.
G
o
od
s
t
u
d
y
h
a
b
it
is
a
v
ery
i
m
p
o
rta
n
t
fac
t
or
t
o
succe
ss
i
n
s
t
u
d
i
es.
Ther
e
i
s
t
her
efor
e
no
g
ai
nsa
y
i
ng
t
h
a
t
s
t
udy
h
a
b
i
t
is
a
n
impor
ta
nt
f
ac
t
o
r
that c
an
i
nfl
u
enc
e
s
t
ude
n
t
’s
aca
dem
i
c pe
rfo
rm
a
nc
e.
P
a
re
nts
p
l
ay
a
m
ore
do
m
i
na
nt
r
ole
i
n
a
c
h
i
l
d
’s
e
d
u
ca
tio
n
.
R
esea
rche
rs
d
i
ffe
r
on
t
h
e
i
n
fl
uenc
e
o
f
pare
n
t
al soc
i
o
-e
con
o
mic
s
t
a
t
u
s
o
n s
t
u
d
e
n
t
s
’ a
cade
m
ic
per
fo
rm
anc
e. W
hile som
e obs
e
rved
a great
i
nflu
ence
o
f
pare
n
t
al
s
oc
io
econ
o
m
i
c
ba
ck
gro
u
n
d
,
ot
her
di
sc
o
v
ere
d
t
ha
t
soc
i
o
e
c
o
nom
ic
b
ac
kgr
o
und
d
o
es
n
ot
h
a
v
e
an
y
in
flue
nce
o
n
s
tude
n
t
s’
aca
de
m
i
c
pe
rform
anc
e
.
T
he
a
rg
u
m
ent
of
t
he
f
o
r
m
e
r
grou
p
of
r
esea
rche
rs
w
as
b
as
e
d
on
t
he
p
re
mise
t
ha
t
pare
nts
ar
e
l
i
ke
b
ac
k
bon
e
s
i
n
pro
v
i
d
i
ng
f
in
an
ci
a
l
a
n
d
m
en
t
a
l
c
o
nfi
d
en
c
e
t
o
t
h
e
i
r
c
h
i
l
d
re
n
.
H
e
nc
e,
t
he
p
a
r
ent
s
’
soci
o
ec
o
nom
ic
s
ta
t
u
s
h
a
s
a
grea
t
i
n
fl
u
e
nc
e
o
n
t
h
e
qua
lit
y
o
f
h
om
e
env
i
ro
nm
en
t,
t
ype
o
f
sch
o
o
l
,
pro
v
i
s
i
on
of
b
as
ic
i
nstruc
t
i
o
n
al
f
a
c
ili
ti
es
a
n
d
o
t
h
er
f
ac
t
o
r
s
t
ha
t
cou
l
d
ha
ve
g
r
eat
i
mpa
c
t
o
n
t
h
e
stude
n
t
s’
a
c
a
d
e
m
i
c
a
c
hie
v
em
ent.
V
el
lym
a
la
y
[
1
1
]
f
o
u
n
d
t
hat
pa
re
n
t
s
’
s
o
c
io
e
c
o
n
o
m
ic
s
t
a
t
u
s
h
a
s
a
r
e
la
ti
v
e
l
y
st
r
o
nger
imp
a
c
t
o
n
ac
a
d
em
ic
a
c
h
i
e
vem
e
n
t
t
h
a
n
o
t
her
va
ria
b
les.
Ol
uf
emi
[12]
i
n
v
e
s
t
i
g
a
t
e
d
t
h
e
e
f
f
e
c
t
o
f
s
o
c
i
o
-
ec
onom
ic
s
ta
t
u
s
of
p
ar
e
n
t
s
o
n
ed
uca
tio
na
l
at
ta
inme
n
t
o
f
fe
ma
le
s
e
c
ond
a
r
y
scho
ol
s
t
u
d
e
n
t
s
i
n
R
i
v
e
r
s
s
t
a
t
e,
N
i
geria.
H
e
fo
un
d
s
i
gni
fi
c
a
n
t
effec
t
s
o
f
f
i
n
a
n
cia
l
a
nd
e
duc
ati
o
nal
sta
t
us
o
f
par
e
nts
o
n
a
c
a
de
mic
a
c
h
i
e
v
e
m
e
nt
of
f
em
ale
se
c
o
n
d
ary
stu
d
e
n
ts.
Also,
WA
EC
[
1
3
],
it
wa
s
re
veale
d
t
h
at
s
o
c
i
o
-e
c
onomi
c
b
ack
g
r
o
u
n
d
o
f
ca
ndi
da
te
s
has
si
gn
ifica
n
t
effe
ct
o
n
t
h
e
i
r a
c
a
d
e
m
ic
per
form
anc
e
in
Th
e Gambia.
O
n
t
he
o
t
h
er
h
and,
M
a
c
he
be
a
nd
Ife
l
un
n
i
[
1
4
]
fo
u
nd
i
n
t
h
e
ir
s
t
u
d
y
on
i
n
fl
ue
nc
e
o
f
p
ar
enta
l
s
o
c
i
o-
ec
on
o
m
ic st
a
tu
s
o
n
a
ca
de
mic
ac
hie
v
em
en
t of
S
tude
nts in
E
nu
g
u
S
t
a
t
e th
a
t
p
ar
en
ta
l
s
o
c
i
o
-
econ
o
m
i
c
stat
us did
no
t
ha
ve
s
i
g
n
i
fica
n
t
e
ffe
c
t
o
n
the
aca
dem
i
c
pe
rform
anc
e
o
f
t
h
e
stud
e
n
ts.
Th
e
y
h
o
w
eve
r
i
d
e
nt
i
f
i
e
d
pare
n
t
al
educ
a
t
i
o
na
l
q
u
a
li
ficat
i
on a
nd
hea
l
t
h
s
tat
u
s of
the st
ude
n
t
s a
s
fa
ct
ors t
h
a
t
h
a
v
e sta
t
i
s
tica
l
l
y
si
g
n
i
fica
nt e
ffe
ct o
n
the
ac
a
d
em
ic
p
e
r
form
anc
e
o
f
the
s
t
ude
n
t
s.
Ca
ndra
s
e
k
ar
an
[
1
5
]
d
isc
o
ve
red
i
n
h
is
s
t
u
dy
tha
t
s
om
e
a
s
pe
cts
o
f
cre
a
ti
vit
y
w
e
r
e
r
e
lated
to
a
c
a
d
em
ic
a
ch
ie
ve
m
e
nt
f
or
b
o
t
h
m
a
les
and
fem
a
les.
L
aidra,
P
ul
lma
n
n
&
A
l
l
i
k
[1
2]
fo
u
nd
in
t
he
i
r
s
t
u
d
y
o
f
ge
ne
r
a
l
i
n
t
e
ll
ige
n
c
e
a
nd
per
s
ona
lit
y
tr
ai
ts
a
s
pred
ict
o
rs
o
f
a
c
a
d
e
m
ic
achie
ve
me
nt
t
hat
in
t
e
l
l
i
g
e
n
t w
a
s the
be
st pre
dic
t
or
of
stude
n
t
s’
g
rade
p
oi
n
t
a
v
e
r
a
ge
(
GP
A)
i
n
all gra
d
es.
O
t
he
r
varia
b
le
s
in
t
his
s
t
ud
y
are
the
s
t
ude
nts’
a
ttit
u
d
es
t
o
w
ar
d
Eng
l
ish
Lan
gua
ge
a
nd
Ma
them
at
ics.
Ac
co
rd
ing
to
A
raro
mi
[
1
6
],
a
t
tit
ud
e
cou
l
d
b
e
d
esc
r
ib
e
d
a
s
an
e
x
pressi
o
n
o
f
fav
o
u
r
or
d
isfa
v
our
t
ow
a
r
d
a
perso
n
,
place
,
sub
j
ec
t,
t
h
i
ng
or
a
n
eve
n
t
.
H
e
fur
t
he
r
p
o
si
te
d
t
ha
t
p
o
s
iti
v
e
a
tt
itu
de
t
ow
a
r
ds
a
p
art
i
cu
la
r
thin
g
w
ill resu
lt in fa
v
o
u
rab
l
e ex
pre
s
si
on
t
o
w
a
rds s
u
ch
t
h
i
n
g
an
d
vic
e ve
rsa.
In a classro
o
m
sett
in
g
,
th
e
at
t
i
t
ud
e
of a
st
u
d
e
nt
t
o
w
ard
a
s
ubj
e
c
t
o
r
a
t
ea
ch
er
c
ou
ld
h
a
v
e
po
si
tive
o
r
n
e
ga
ti
ve
e
ffec
t
on
the
perform
ance
o
f
su
ch
stude
nt
.
S
o
me
r
esearchers
a
re
o
f
th
e
vi
e
w
t
hat
st
ud
en
t
s
’
ach
i
e
v
e
m
e
n
t
in
a
ny
su
b
j
ect
d
e
p
end
s
l
arge
l
y
u
po
n
th
e
att
itu
de
o
f
s
u
c
h
s
t
u
de
nt
t
ow
a
r
d
t
h
e
s
u
b
j
e
c
t
(
F
a
rooq
&
S
ha
h,
[
1
5
];
P
e
p
i
n
,
[1
7];
S
a
ma
r,
[
18]).
F
ar
ooq
&
S
h
ah
[1
5] fo
u
n
d
tha
t
stu
d
e
n
ts’ perf
orma
nce
and rate
o
f lear
n
i
ng
i
n
M
a
t
hem
a
t
i
c
s
de
p
e
n
d o
n
th
e
i
r
a
t
t
i
t
ude
t
ow
ar
d the
sub
j
e
c
t
.
P
e
pi
n
[1
7]
f
oun
d
i
n
a
c
om
para
t
i
ve
s
tu
dy
o
f
t
he
a
t
t
i
t
u
d
e
of
N
orw
e
gia
n
a
nd
En
g
l
is
h
S
e
c
o
n
d
ar
y
St
u
d
e
nt
s
t
o
wa
rd
M
a
t
h
e
ma
ti
c
s
t
h
a
t
stu
d
e
nt
s
in
bot
h
c
oun
t
r
ie
s
h
a
d
a
p
os
iti
ve
a
t
t
i
t
u
d
e
tow
a
rd
M
a
t
h
e
m
a
ti
cs
i
n
yea
r
7 &
8
. It d
r
op
pe
d i
n
ye
a
r
9 an
d
inc
r
ea
sed in
y
ear
s 1
0
t
o 1
1.
H
e
e
s
ta
blis
hed
tha
t
d
es
p
i
t
e
, the
d
iffe
ren
c
es i
n
the
la
n
gua
ge
a
nd
e
n
v
i
r
o
nme
n
ts,
t
h
e
a
t
ti
tude
o
f
st
u
d
en
ts
t
ow
ard
t
h
e
s
ubje
c
t
is
s
i
m
i
l
a
r
.
Sim
i
la
r
l
y,
S
am
ar
[
1
8
]
in
ves
tiga
t
e
d
B
us
iness
stu
d
en
ts’
a
tti
t
ude
t
o
w
ard
Eng
l
ish
L
a
n
gua
g
e,
t
he
s
tud
y
f
oun
d
t
h
at
t
he
s
tu
de
n
t
s
ha
ve
pos
it
ive
at
tit
u
d
e
t
ow
a
r
ds En
g
l
i
sh
L
ang
u
a
g
e
w
h
ic
h
is
a
ssoc
i
ated
w
i
t
h
t
he
ir a
cade
m
ic
ac
h
i
e
vem
e
nt.
Th
us,
it
c
o
u
l
d
be
d
e
d
uce
d
t
ha
t
a
p
o
sit
i
ve
a
tt
i
t
u
d
e
tow
a
rd
a
s
ub
jec
t
w
i
l
l
le
ad
t
o
h
i
gh
p
erfor
m
a
n
ce
in
the
s
u
bjec
t
an
d
v
i
ce
v
ersa
.
Th
is
i
s
be
caus
e
a
s
tu
den
t
w
i
t
h
po
si
tive
a
t
t
itu
de
t
ow
ard
a
sub
j
ec
t
w
i
l
l
a
tte
n
d
classes,
p
a
r
t
i
c
i
pate
a
c
tive
l
y
i
n
t
he
c
l
a
ss,
put
i
n
e
x
tra
effort
i
n
t
h
e
su
b
j
e
c
t
a
nd
cre
a
t
e
t
i
me
t
o
s
t
ud
y
the
s
u
b
j
e
c
t
.
A
ll
t
h
e
s
e
e
f
fo
rts
w
ill
i
n
t
u
rn
r
e
s
u
lt
in
h
i
g
h
pe
rform
a
nc
e
i
n
t
h
e
su
b
j
ec
t
.
T
he
W
e
s
t
Africa
n
E
x
am
in
ati
ons
Cou
n
c
i
l
(WA
E
C)
c
o
n
duc
ts
e
xam
i
na
t
i
on
f
or
c
a
n
dida
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w
h
o
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om
p
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ed
s
ix
y
ear
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r
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c
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
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V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
2
4
3
– 251
24
6
a
n
d
awa
r
d
s
cert
i
f
i
c
at
es
f
o
r
s
u
c
h
e
x
amin
a
t
i
o
n
s
.
Th
e
ex
ami
n
a
t
i
o
n
i
s
c
a
l
l
e
d
W
e
s
t
A
f
r
i
c
a
n
S
e
n
i
o
r
S
c
h
o
o
l
C
e
rti
f
i
c
at
e
Ex
ami
n
a
tio
n
(WASSC
E).
C
a
n
d
i
d
at
es’
p
e
rf
o
r
man
c
e
at
t
h
e
e
x
ami
n
ati
o
ns
s
erve
s
a
s
i
n
d
i
cat
o
r
s
o
f
t
h
e
e
f
f
e
c
t
iv
en
ess
or
o
th
e
r
wi
se
o
f
t
h
e
ed
u
c
a
t
i
on
sy
st
e
m
i
n
Ni
g
e
r
i
a.
The
perfor
m
ance
o
f
N
i
ge
r
i
a
n
c
a
n
di
da
tes
i
n
t
he
WA
S
S
CE
h
as
b
ee
n
o
f
c
onc
er
n
t
o
s
ta
keh
o
l
d
e
r
s
i
n
e
d
ucat
i
o
nal
sect
o
r.
T
h
u
s
,
th
i
s
s
tu
d
y
a
i
m
ed
a
t
in
ves
t
iga
t
i
ng
the
p
o
ss
ible
f
a
c
tors
t
ha
t
m
i
g
h
t
in
flue
nc
e
c
a
nd
i
d
at
es’
pe
rforma
n
ce
a
t
the
WA
S
S
CE
i
n
N
i
ger
i
a
a
nd
i
n
part
icu
l
ar
,
La
gos
S
tate.
A
l
t
h
o
u
g
h
pre
v
i
o
u
s
s
t
u
di
e
s
h
a
v
e
re
vea
l
e
d
i
n
d
i
vi
d
u
al
f
ac
tor
s
t
ha
t
ma
y
i
n
flue
nc
e
ac
adem
ic
p
er
form
anc
e
,
the
r
e
a
r
e
limite
d
i
n
form
ati
on
on
the
com
b
i
n
e
d
i
n
f
l
u
e
n
c
e
o
f
S
E
B
,
S
H
,
A
T
T
E
N
G
a
n
d
A
TTMA
T
i
n
La
g
o
s
S
t
a
t
e.
T
he
refor
e
,
th
i
s
s
t
u
dy
i
s
a
n
i
nve
st
iga
t
io
n
o
f
s
ome
the
fac
t
or
s
i
n
fl
u
e
nc
in
g
ca
ndi
da
te
s’
p
e
r
for
m
a
n
c
e
a
t
t
h
e
WA
SS
C
E
w
ith
a
v
ie
w
to
s
u
g
ge
s
tin
g
w
ays
of
i
m
p
rov
i
n
g
c
an
di
da
tes’
perform
ance
.
F
ac
t
o
r
s
t
o
be
i
nve
st
i
g
a
t
e
d
i
n t
h
i
s
s
t
u
d
y
i
nc
lu
de
c
a
n
d
i
da
tes’
s
oc
io-ec
o
nom
i
c
b
ac
kgr
o
und
(S
EB)
,
study
hour
(
S
H
),
a
ttit
ude
t
owar
ds
E
ngl
i
sh
L
a
n
gua
ge
(
ATTENG)
a
nd
a
t
tit
ude
t
ow
a
r
ds
M
a
t
he
m
a
tics
(ATTMAT).
2.
METHOD
S
u
rvey
d
e
s
ig
n
w
a
s
e
m
plo
y
e
d
t
o
co
l
l
ec
t
da
t
a
.
The
pop
u
l
at
i
o
n
for
t
h
e
s
t
u
d
y
com
p
rise
d
a
l
l
cand
i
dat
e
s
w
ho
sat
f
o
r
t
h
e
WA
S
S
CE
a
s
i
n
ter
n
a
l
can
d
i
date
s
i
n
E
ngl
is
h
La
n
gua
ge
a
nd
M
a
them
at
i
c
s
i
n
t
he
y
e
a
r
2
0
1
6
in
Lag
o
s
State,
N
i
g
e
r
ia.
T
he
s
t
u
d
y
a
d
o
p
te
d
a
m
u
lt
i-sta
g
e
sam
p
lin
g
p
r
o
ce
d
u
re
t
o
se
l
e
c
t
600
p
a
r
t
ic
i
p
a
n
t
s
.
Th
e
fi
r
s
t
st
a
g
e
o
f
t
he
s
e
l
ect
i
o
n
proce
s
s
w
a
s
d
i
v
i
di
n
g
t
h
e
s
ec
o
nda
r
y
s
c
h
o
o
ls
i
n
L
a
go
s
S
t
ate
i
n
t
o
p
r
i
va
te
a
nd
p
u
b
l
i
c
seco
nda
ry sc
h
o
o
l
s
.
A
l
so,
the
si
x
ed
uc
a
t
i
o
na
l
distric
t
s i
n
L
ag
os
S
t
a
te were
a
d
opted
a
s
strata f
or
the
s
tudy.
S
i
mp
l
e
r
a
ndom
s
amp
l
ing
w
a
s
u
s
ed
t
o
sel
e
c
t
f
iv
e
out
o
f
th
e
six
e
d
u
c
a
t
i
ona
l
di
s
t
ric
t
s
i
n
L
ag
os
S
ta
t
e
.
The
n
o
ne
p
u
b
lic
a
n
d
o
ne
p
ri
vate
s
e
c
o
ndar
y
s
cho
o
l
s
w
e
re
s
ele
c
t
ed
i
n
e
a
c
h
o
f
t
h
e
fi
ve
e
duca
tio
na
l
d
i
st
ric
t
s
e
a
rl
i
e
r
se
l
e
ct
e
d
i
n
st
ag
e
on
e.
T
h
e
l
a
s
t
st
ag
e
in
vol
v
e
d
sel
ect
i
n
g
30
s
eni
o
r
se
co
nd
a
r
y
scho
ol
I
I
I
s
t
u
d
e
nt
s
i
n
e
a
c
h
o
f
t
h
e
t
e
n
s
c
h
o
o
l
s
(
5
p
u
b
l
i
c
a
n
d
5
p
r
i
v
a
t
e
s
c
h
o
o
l
s
)
.
A
t
o
t
a
l
o
f
6
0
0
c
a
n
dida
tes
(c
ons
is
tin
g
of
m
ale
a
n
d
fe
m
a
le
p
a
rti
c
ip
an
ts)
we
re
e
x
p
ect
ed
,
h
o
w
ev
e
r
,
o
n
ly
5
64
p
arti
c
i
p
a
nt
s
wi
t
h
co
mpl
e
te
d
at
a
we
re
f
ou
nd
s
uit
a
bl
e
fo
r
t
h
e
stud
y.
The
d
ist
r
ib
ut
i
o
n
o
f
t
h
e
re
s
ponde
n
t
s
i
s
a
s show
n
in
T
a
b
le
1
.
Ta
bl
e
1
.
Di
s
t
r
ib
ut
i
o
n
of Re
s
po
nd
en
t
a
c
ro
ss Gen
d
e
r a
n
d
S
c
h
ool
Ty
pe
Gen
d
e
r
S
c
hool
T
y
p
e
To
t
a
l
P
r
i
v
a
t
e
Public
Ma
le
1
14
156
270
F
e
m
a
l
e
1
17
177
294
Tot
a
l
2
3
1
333
564
A
ra
t
i
n
g
s
c
a
le
tit
led
“
C
an
d
i
da
tes
Ra
ti
n
g
S
cale
(C
RS)”
,
devel
o
pe
d
b
y
t
he
r
ese
a
rc
hers,
w
a
s
use
d
t
o
elic
i
t
a
p
p
r
o
p
r
ia
te
i
nfor
ma
t
i
o
n
f
rom
the
s
t
u
d
e
n
t
s
.
The
C
R
S
had
f
o
u
r
secti
o
ns.
S
ection
A
was
used
t
o
el
i
c
it
respo
n
se
o
n
de
mogr
ap
hic
da
t
a
,
S
e
ctio
n
B
h
a
d
a
3-
po
in
t
L
i
kert-t
y
pe
r
at
ing
sc
a
l
e
o
n
s
tu
d
e
nt
s’
s
oc
i
o
ec
o
n
o
m
i
c
bac
kgr
o
u
n
d
a
n
d
st
u
dy
hab
i
t
and
S
e
ct
io
n
C
had
a
4-p
o
i
n
t
L
ikert-
t
y
p
e
sc
ale
o
n
s
tu
de
n
t
s’
a
tt
i
t
ude
s
t
o
wards
En
glis
h La
n
g
u
a
ge
a
nd
M
a
the
m
a
t
i
c
s.
The
Can
d
i
da
t
e
s
Ra
ti
ng
S
cale
(
CRS
)
w
a
s
con
t
e
n
t
va
li
d
a
te
d
b
y
s
pec
ia
l
i
st
i
n
Mea
s
ur
em
ent
&
Eva
l
ua
t
i
o
n
an
d
seas
one
d re
se
arc
h
ers.
T
he
rea
f
ter,
t
es
t-r
e
tes
t
r
e
li
a
b
i
lit
y
was
c
a
rri
e
d
out
i
n
o
r
d
e
r
to
a
sc
erta
i
n
t
he
st
a
b
il
it
y
of
t
he
i
n
s
t
r
ume
n
t
.
T
he
C
RS
w
a
s
a
dmin
is
t
e
red
a
n
d
re-
a
d
mi
ni
st
ered
w
i
t
h
t
w
o
wee
k
s
in
t
e
rv
al
t
o
a
gro
up o
f
40 pa
rti
c
ipa
n
ts (c
ons
is
tin
g o
f
2
0 ma
l
e
a
nd 2
0
fem
ale)
in
a
se
c
ondary
s
ch
oo
l ra
nd
o
m
l
y
se
l
e
c
t
e
d
in
t
h
e
educ
a
t
i
o
na
l
dis
t
ric
t
t
ha
t
w
a
s
no
t
se
lec
t
e
d
f
o
r
t
he
s
t
u
d
y
.
T
h
e
s
core
s
ob
ta
in
ed
w
ere
ana
l
ys
e
d
u
sin
g
C
r
o
nba
ch
A
l
p
h
a.
T
he
r
eli
a
bi
l
i
t
y
c
oe
ff
i
c
i
e
nt o
f
the
sca
l
e
(r = 0.
773).
The
thre
e-po
in
t
opt
io
ns
o
f
S
e
c
tio
n
B
w
e
re
c
ode
d
1,
2
a
n
d
3
.
1
i
nd
ica
t
es
l
ow,
2
in
d
i
cate
a
v
era
g
e
a
n
d
3
i
n
dica
te
h
i
g
h.
S
im
i
l
ar
ly,
the
four
-p
oin
t
opt
io
ns
o
f
S
e
cti
o
n
C
w
ere
c
o
d
e
d
as
1
-
st
ro
ng
ly
d
i
s
ag
ree
,
2
-
di
sa
gree
,
3
–
a
g
r
eed
a
n
d
4
–
s
t
r
ong
l
y
a
gree
d.
Re
spo
n
se
s
of
e
ac
h
can
d
i
d
a
tes
on
eac
h
o
f
t
he
v
ar
i
a
b
l
e
(soc
i
o
ec
onom
ic
b
a
c
k
gro
u
n
d
,
stu
d
y
ho
ur
,
a
tti
t
ude
t
ow
ar
ds
E
n
g
lis
h
La
n
g
u
a
g
e,
a
t
tit
ude
t
owa
r
ds
m
athem
a
t
i
cs,)
w
er
e
summ
ed toge
the
r
t
o arr
i
ve
a
t
a si
n
g
l
e va
lue
for eac
h c
a
n
d
i
d
a
t
e.
The WA
S
S
C
E sc
o
r
es w
hic
h
have
bee
n
gra
de
d
us
i
n
g
reve
rse
d
9
-p
o
i
n
t
s
scal
e
(1
t
o
9)
w
i
t
h
1
bei
n
g
the
hig
h
es
t
s
c
o
r
e
a
n
d
9
b
e
i
n
g
t
h
e
l
o
w
e
s
t
s
c
o
r
e
w
a
s
reve
rsed
s
uch t
h
at
9
bec
am
e
the
hi
g
h
es
t and
1 bec
a
m
e
t
he
l
ow
est
.
Rese
arc
h
o
ffic
e
r
s
adm
i
n
i
s
t
er
ed
t
he
r
at
i
n
g
sc
ale
on
t
he
r
a
n
dom
l
y
s
e
l
ec
te
d
can
di
da
tes
i
n
t
he
s
e
l
e
c
te
d
sch
o
o
l
s.
T
he
W
A
S
S
C
E
grade
s
i
n
En
glis
h
Lan
gua
ge
a
nd
Mat
h
em
at
ic
s
for
the
sele
c
t
ed
can
d
i
da
te
s
wer
e
ob
ta
ine
d
f
r
o
m
WA
EC
o
f
f
ice
La
g
o
s.
E
xp
lor
a
ti
ve
D
a
t
a
A
n
a
l
y
s
is
(
ED
A
)
w
a
s
c
a
r
r
i
e
d
o
u
t
.
M
u
l
t
i
p
l
e
r
e
g
r
e
s
s
i
o
n
ana
l
ys
is
w
a
s
c
a
rrie
d
o
u
t
u
s
i
n
g
(
soc
i
o
ec
o
nom
ic
b
ac
kgr
ou
nd,
s
t
u
d
y
h
o
u
r,
a
tti
tu
de
t
ow
a
r
d
s
m
a
t
he
ma
tic
s
an
d
att
itu
de
t
ow
a
r
ds
E
n
g
lish
La
ng
ua
ge
a
n
d
M
athem
a
tics)
a
s
in
de
pe
nde
nt
v
a
r
ia
bles
w
hi
le
g
rade
s
in
W
A
S
S
C
E
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Fac
t
or
s I
n
f
l
ue
nc
i
ng
Can
d
i
d
a
t
es'
Pe
rf
orm
a
n
c
e
in En
gl
is
h L
a
n
g
u
a
g
e
a
nd
Ma
them
at
ics
.... (O
.
M.
Alade
)
24
7
w
e
r
e
t
he
d
ep
ende
nt
v
a
r
ia
b
l
es.
In
a
ddit
i
o
n
,
the
ope
n-e
nde
d
as
pe
c
t
s
o
f
t
h
e
i
n
s
t
r
u
m
e
n
t
w
a
s
a
n
a
l
y
s
e
d
qua
l
i
t
a
ti
vel
y
.
The
regr
ession
equa
tio
n m
ode
ls
fo
r
the
s
tud
y
i
s
as stated.
Y
E
= βo
+β
1
X
1
+ β
2
X
2
+β
3
X
3
+ε
(
1)
wher
e
Y
E
i
s
t
h
e
gr
ade
i
n
E
n
g
l
i
s
h
La
n
g
ua
ge,
βo
–
c
o
n
sta
n
t
,
X
1
–
S
E
B
,
X
2
-
S
t
u
dy
hou
r,
X
3
-
A
ttit
ude
t
o
w
ards
En
glis
h La
n
g
u
a
ge
a
nd
ε is t
he
e
rr
or term.
Y
M
= β
o
+β
1
X
1
+ β
2
X
2
+β
3
X
3
+ε
(2)
wher
e
Y
M
i
s
th
e
g
r
a
d
e
i
n
M
at
h
e
ma
t
i
cs
,
β
o
–
c
on
s
t
a
n
t
,
X
1
–
S
E
B
,
X
2
–
S
t
u
d
y
h
o
u
r
,
X
3
–
A
t
t
i
t
u
d
e
t
o
w
a
r
d
s
Ma
them
at
ics a
nd ε
i
s
t
he
er
r
or
t
e
r
m
.
3.
RESULT
S
A
N
D
ANALY
S
IS
A
Pe
a
r
s
o
n
Mo
men
t
C
o
rrel
a
t
i
o
n
C
o
eff
i
cien
t
wa
s
co
mp
ut
ed
t
o
e
s
t
a
b
l
i
s
h
t
h
a
t
t
h
e
r
e
w
a
s
n
o
mult
ic
o
lli
ne
ari
t
y
am
ong
the
in
de
pe
nde
nt
v
a
r
iab
l
es
a
n
d
t
o
assess
t
he
r
el
ati
o
ns
hip
be
tw
e
e
n
t
h
e
i
nde
pe
nde
n
t
varia
b
l
e
s an
d
the
depe
n
d
en
t v
a
r
i
a
b
le.
The
re
su
lts
a
re
show
n
i
n
Ta
bles 2
a
nd
3.
Ta
bl
e
2
.
C
o
r
re
la
t
i
on
b
e
t
ween
C
an
did
a
t
e
s’ Perf
o
rman
c
e
i
n
En
g
l
i
s
h
La
n
g
u
a
g
e,
S
ocio-Eco
n
o
m
i
c Bac
kgr
ou
nd,
S
t
ud
y
H
our a
n
d
A
tt
i
t
u
d
e
tow
a
rds Eng
l
ish L
a
ng
ua
ge
N
o
te
: N
=
564,
**
p < 0.
0
5
(2-ta
ile
d
)
Ta
bl
e
2
sh
o
w
s
th
a
t
t
h
e
i
nd
ep
e
n
d
e
nt
v
a
r
i
a
bl
e
s
w
ere
no
t
hig
h
ly
c
o
r
r
e
l
a
t
e
d
w
h
i
c
h
s
a
t
i
s
f
y
t
h
e
assum
p
ti
o
n
o
f
no
m
ult
i
co
l
line
a
ri
ty.
T
h
e
r
e
e
x
ist
p
o
s
i
t
i
v
e
re
l
a
t
i
on
shi
p
b
e
t
we
en
c
and
i
da
t
e
s’
p
erfo
rman
ce
s
at
WA
S
S
CE
a
n
d
a
l
l
t
he
t
hre
e
i
nde
pe
nde
n
t
v
a
r
i
a
b
l
e
s
.
T
h
e
o
n
l
y
s
i
g
n
i
f
i
cant
c
o
rre
l
a
t
io
n
c
o
ef
fi
ci
e
n
t
wa
s
bet
w
ee
n
ca
ndi
da
te
s’
s
o
c
i
o
-
e
c
o
n
o
m
i
cs
b
a
c
k
g
ro
un
d
a
nd
WA
S
S
CE
g
r
a
des
i
n
E
ng
l
i
s
h
L
a
n
gua
ge
w
hic
h
i
s
r
=
(
5
6
4
)
=
.134
*
*
,
n
=
56
4
p
≤
.0
5
.
I
t
coul
d
b
e
i
nf
erre
d
th
a
t
a
s
th
e
all
t
h
e
in
de
p
e
nd
ent
v
a
ri
a
b
l
es
i
n
c
rea
s
e,
t
h
e
p
erfo
rma
n
ce
of
t
he
c
a
n
dida
te
s
i
n
E
n
g
l
i
s
h
l
ang
u
a
g
e
a
l
so
i
ncre
ases
a
n
d
v
ice
v
e
r
s
a
.
T
h
i
s
f
i
n
d
i
n
g
i
s
s
i
m
i
l
a
r
t
o
t
h
e
f
i
n
d
i
n
g
s
o
f
Lai
d
ra
,
et
a
l
(
200
7)
,
w
h
ere
inte
l
l
i
g
e
n
t
w
a
s
fo
u
nd
to
b
e
t
h
e
bes
t
p
r
e
d
i
c
tor
o
f
s
t
u
de
nt
s’
g
rad
e
p
oi
nt
a
ve
rag
e
(GP
A
)
i
n
a
ll gr
a
d
es.
Tab
l
e
3.
Correl
a
ti
on
be
tw
ee
n
Ca
nd
ida
t
es’ P
e
rform
ance
in Ma
t
h
e
m
a
tic
s,
S
ocio-ec
o
n
o
mi
c
B
a
ck
grou
n
d
, Stud
y
H
o
ur
a
n
d
a
t
t
i
t
u
de
t
ow
ards
M
a
t
he
ma
t
i
c
s
N
o
te
: N
=
564,
**
p < 0.
0
5
(2-ta
ile
d
)
Wa
ssce
Gr
a
d
e
Soc
i
o
E
c
onom
i
c
s
Ba
c
kgrou
nd
Study
H
our
Attt
itude
Towa
r
d
s
E
ng
L
a
ng
Wa
ssce
G
r
a
d
e
P
e
a
r
son
C
o
rre
la
tio
n
1
S
i
g. (2-
ta
ile
d)
S
o
c
i
o
Ec
on
om
i
c
s
B
a
c
kgr
ound
P
e
a
r
son
C
o
rre
la
tio
n
.
134**
1
S
i
g.
(
2-
ta
ile
d)
.
001
S
t
udy
H
our
P
ea
r
s
on
C
o
rre
la
tio
n
.
028
.
040
1
S
i
g.
(
2-
ta
ile
d)
.
255
.
170
A
ttt
itude
T
owa
r
ds
E
ng
La
ng
P
e
a
r
son
C
o
rre
la
tio
n
.
024
-
.
026
.
073
1
S
i
g.
(
2-
ta
ile
d)
.
282
.
270
.
042
Was
s
ce
Gr
ad
e
Soc
i
o
Ec
onom
i
c
s
Ba
c
kground
Study
H
our
Attitude
To
w
a
r
d
s
Ma
ths
W
a
s
s
ce
Gr
a
d
e
P
ear
s
o
n
Co
r
r
e
l
at
io
n
1
Sig. (2-ta
il
e
d
)
Soc
i
o
Ec
ono
m
i
c
s
Ba
c
kground
P
ear
s
o
n
Co
r
r
e
l
at
io
n
.
240**
1
Sig.
(
2-ta
il
e
d
)
.
000
St
udy
H
our
P
e
a
r
son
C
o
rr
e
l
a
t
i
o
n
.
048
.
04
0
1
Sig.
(
2-ta
il
e
d
)
.
129
.
17
0
Attitude
T
ow
a
r
ds
Ma
ths
Pe
a
r
son
C
o
rr
e
l
a
t
i
o
n
.
132**
-
.
074
**
.
298**
1
Sig.
(
2-ta
il
e
d
)
.
001
.
03
9
.
000
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
2
4
3
– 251
24
8
Table
3
s
hows
that
t
here
i
s
no
m
ulticollinear
i
ty
a
mong
independ
e
n
t
var
i
a
b
l
e
s.
I
t
furt
her
sh
ow
s
t
h
e
leve
l
o
f
r
ela
tio
nsh
i
ps
t
ha
t
ex
i
s
t
b
e
tw
een
W
A
SSCE
gra
d
es
i
n
Ma
th
em
at
i
c
s
a
n
d
ca
n
d
i
d
a
t
e
s
’
s
o
ci
o-ec
o
n
o
mics
b
a
ck
g
r
oun
d
,
s
tu
dy
h
ou
rs,
at
tit
ud
e
t
o
wa
rd
s
M
a
t
h
emat
i
c
s
.
I
t
co
ul
d
b
e
o
b
se
rv
ed
t
h
a
t
t
h
ere
e
x
i
s
t
s
a
p
o
s
i
t
ive
sign
ifica
n
t
c
o
rre
lation
betw
een
W
A
S
S
C
E
grade
s
i
n
Ma
the
m
a
tic
s
an
d
ca
n
d
i
da
tes’
a
t
t
i
t
ude
t
ow
ards
Ma
them
at
ics,
r
=
(
5
64)
=
.
13
2*
*,
n
=
564
p
≤
.
0
5
,
b
et
we
en
W
ASSC
E
g
r
a
d
e
s
i
n
M
a
t
h
emat
i
c
s
a
n
d
can
did
a
t
e
s’
so
ci
o
-
e
c
ono
mic
b
a
ck
g
r
o
und
,
r
=
(56
4
)
=
.
24
0**
,
n
=
564
p
≤
.
05
.
T
hi
s
c
o
uld
b
e
i
nf
erred
t
h
at
a
s
t
h
e
a
l
l
th
e
i
n
d
e
p
e
nd
en
t
va
ri
ab
l
e
s
in
c
r
e
a
s
e,
t
h
e
p
e
r
fo
rman
c
e
o
f
t
h
e
ca
n
d
id
a
t
es
i
n
Ma
them
at
ics
a
l
s
o
i
nc
rea
s
es
a
nd
v
i
c
e
versa
.
I
t
cou
l
d
a
l
w
a
ys
b
e
n
o
t
e
d
a
t
t
i
t
u
de
t
ow
ar
ds
M
a
t
hem
a
t
i
cs
c
o
rre
l
a
te
d
ne
ga
t
i
ve
ly
w
i
t
h
ca
nd
ida
t
e
s
’
s
o
ci
o-
ec
onom
ic
b
ac
k
g
ro
un
d
r
=
(56
4
)
=
-.074
*
*
,
n
=
56
4
p
≤
.
05
a
n
d
als
o
p
os
iti
vel
y
w
ith
s
t
u
d
y
h
o
u
r
r
=
(56
4
)
=
.298
*
*
,
n = 56
4
p≤ .
05.
Al
so
,
F-r
a
t
i
o
i
n
th
e
ANOVA
t
abl
e
a
s
d
e
pi
ct
ed
i
n
Tabl
e
4
test
s
w
he
t
h
er
t
h
e
over
a
ll
r
e
g
ressi
on
mo
d
e
l
is
a
g
o
o
d
fi
t
f
o
r
t
h
e
da
ta
i
.e
.
d
o
e
s
i
t
e
x
a
m
i
n
es
t
he
d
e
g
ree
t
o
w
h
ic
h
t
h
e
relat
i
o
n
s
h
ip
b
e
t
w
e
e
n
t
he
d
e
p
ende
n
t
varia
b
l
e
an
d
t
he
inde
pe
nd
e
n
t var
i
a
b
l
e
s ar
e li
nea
r
?
Tabl
e 4
.
Reg
ress
io
n
ANOVA
i
n
rel
a
t
i
o
n
to
perf
o
r
m
an
ce
at
WASS
C
E
i
n
E
ng
l
i
s
h
L
ang
u
a
g
e
and
M
a
the
m
a
t
i
c
s
Subje
c
t
Su
m
of
Squa
r
e
s
Df
M
ean
Squa
r
e
F
Sig
Engli
s
h
L
a
ngua
g
e
R
e
gre
ssi
on
22.
400
3
7.
467
3.
629
.
013**
R
e
sidu
a
l
1152.
209
5
60
2
.
058
T
o
ta
l
1174.
610
5
63
Ma
th
e
m
atic
s
R
e
gre
ssi
on
200.
522
3
66.
841
16.
344
000*
*
R
e
sidu
a
l
2290.
178
5
60
4
.
090
T
o
ta
l
2490.
700
5
63
**
P
r
e
dic
t
ors
:
C
ons
ta
nt,
S
o
c
i
o-Ec
onom
ic
s
b
a
c
kgr
ou
n
d
,
S
t
u
d
y
h
o
u
r
,
A
t
t
i
t
u
de
t
ow
a
r
ds
E
n
g
lis
h
La
n
gua
g
e
a
n
d
Ma
them
at
ics.
D
epe
nde
n
t
v
ar
ia
bl
e
s
:
WAS
S
CE gra
des.
Tab
l
e
4
show
s
t
h
a
t
t
he
i
nde
pen
d
e
n
t
var
i
a
b
l
e
s
(i.e
.
soc
i
o
e
c
on
om
i
c
s
bac
kgr
oun
d;
s
t
u
d
y
h
o
u
r
a
n
d
att
itu
de)
sta
t
ist
i
ca
ll
y
an
d
si
g
n
i
fica
nt
l
y
p
re
d
i
c
t
t
he
d
e
p
e
nde
nt
v
aria
ble
(i.e
.
candi
da
te
s’
p
er
form
anc
e
i
n
t
h
e
2
sub
j
e
c
t
s
in
W
A
S
S
C
E).
From
T
able
4
,
th
e
Mo
del-
F
(
3
,
560)
=
3
.6
2
9
and
(3,
560)
=
1
6.3
44,
p
<
.
05
fo
r
En
gl
i
s
h
La
ngu
a
g
e
a
n
d
Mat
h
e
m
ati
c
s
re
spe
c
t
ive
l
y
s
h
ow
t
ha
t
t
h
e
re
g
ress
i
on
mode
l
s
a
re
good
fi
t
s
f
or
t
he
d
a
t
a
.
Th
is
m
ea
ns
t
h
a
t
the
re
l
a
tio
n
s
h
i
p
is
l
ine
a
r
a
nd
t
h
er
efor
e
the
mo
de
l
s
i
g
n
i
f
ican
t
l
y
pred
ict
s
t
he
d
e
p
en
de
n
t
varia
b
l
e
s
(
i
.e.
ca
n
d
i
d
at
e
s
’
performa
n
ce
i
n
t
h
e
2
sub
j
ec
t
at
W
AS
S
C
E
in
L
ago
s
).
T
his
is
a
n
i
ndic
a
tio
n
t
h
at
t
he
t
e
st
o
f
si
g
n
i
f
i
can
ce
o
f
t
h
e
mod
e
l
u
s
i
n
g
a
n
A
NOVA
i
s
n
ot
b
y
ch
an
c
e
b
u
t
due
t
o
t
h
e
predic
t
o
r
va
ria
b
le
s.
T
hi
s
cou
l
d a
l
s
o
b
e i
n
ter
p
r
e
ted
to
m
e
a
n tha
t
t
he
Re
g
re
ssi
o
n e
ffe
c
t
is
sta
ti
stic
a
lly
s
i
g
n
i
fica
nt.
Tab
l
e
5
s
how
s
the
M
ode
l
S
u
m
m
ary
of
t
he
r
e
g
ressi
o
n
a
na
l
y
s
i
s
i
n
r
el
a
t
ion
t
o
p
e
r
f
o
rman
ce
i
n
Eng
l
i
s
h
Lan
gua
ge
a
n
d
M
a
t
hem
a
t
i
cs.
F
r
om
T
able
5
,
for
E
n
gl
i
s
h
La
ngua
ge,
a
v
a
l
u
e
o
f
R
=
0
.
1
3
8
i
n
d
i
c
a
t
e
s
a
l
o
w
l
e
v
e
l
of
p
re
dic
t
i
on
a
nd
a
l
s
o
,
R
2
v
alu
e
o
f
0
.
091
(
C
o
eff
i
ci
ent
of
D
et
ermi
n
a
t
i
o
n
)
,
wh
i
c
h
i
s
t
h
e
p
r
op
ort
i
on
of
v
aria
nc
e
i
n
t
h
e
d
e
p
en
de
n
t
v
a
r
i
a
b
l
e
th
at
can
b
e
exp
l
ain
e
d
b
y
t
h
e
i
nd
ep
end
en
t
varia
b
le
s.
T
h
i
s
s
h
ow
s
t
h
a
t
a
ll
t
h
e
in
de
pen
d
e
n
t
or
p
red
i
ct
or
v
a
r
i
a
ble
s
i
n
t
h
is
s
t
u
d
y
e
x
p
la
i
n
ed
9
.
1
%
o
f
the
va
riab
il
i
t
y
of
t
he
d
e
p
e
n
de
nt
v
ar
ia
b
l
e
.
Th
is
m
e
a
ns
t
ha
t
9.1%
o
f
the
to
t
a
l
va
ria
n
c
e
i
n
can
di
da
te
s’
p
erfo
rma
n
ce
i
n
En
gl
is
h
Lan
gua
ge
i
n
WA
S
S
CE
i
n
Lag
o
s
sta
t
e
i
s
acc
ou
n
t
e
d
f
or
by
c
a
n
d
i
da
tes’
s
oc
io-ec
o
n
o
mics
b
ac
kgr
o
u
nd;
s
tu
dy
h
o
u
r
and
at
t
i
t
u
de
t
o
w
ards
En
glis
h La
n
g
u
a
ge.
Ta
bl
e
5
. M
o
d
e
l Su
mmary
fo
r
p
erf
o
rman
c
e
i
n
En
g
l
i
sh
Langua
g
e
a
n
d
Ma
the
m
a
t
ic
s
Su
b
j
e
c
t
R
R S
q
u
a
r
e
Adjust
e
d
R
S
qua
re
S
t
d
. E
rro
r
of
th
e
Es
t
i
mat
e
E
nglish
L
a
ngu
a
g
e
.
138
.
091
.
014
1
.
434
Ma
t
h
em
a
t
i
c
s
.
248
.
081
.
076
2
.
022
The Ta
ble 6
s
h
ow
s
t
h
at for M
athem
a
tic, a va
lue of R
= 0.
248 i
n
di
cat
e
s
a
m
o
d
e
rat
e
l
ev
el
o
f
p
r
edi
c
t
i
o
n
and
t
h
e
Coef
fi
cien
t
o
f
D
eter
m
i
nat
i
on
(
R
2
),
i
.
e
.
th
e
pro
por
t
i
o
n
o
f
va
r
i
anc
e
in
t
he
d
e
p
e
n
de
n
t
v
aria
b
l
e
t
h
at
c
a
n
be
e
x
p
la
i
n
ed
b
y
the
in
de
pe
n
d
e
n
t
var
i
a
b
l
e
s
w
a
s
0.0
81.
T
h
i
s
s
h
ow
s
t
ha
t
a
l
l
t
h
e
i
n
de
pen
d
e
n
t
varia
b
le
s
in
t
h
i
s
stud
y
e
x
p
l
a
i
ne
d
8.
1%
o
f
the
va
ria
b
i
l
i
t
y
o
f
t
h
e
depe
n
d
e
n
t
v
a
r
i
a
b
l
e
.
Th
is
m
e
a
ns
t
h
a
t
8.
1
%
o
f
the
t
o
ta
l
va
rianc
e
in
c
a
n
di
da
tes’
p
er
form
anc
e
i
n
Ma
t
h
em
atic
s
in
W
A
S
S
C
E
in
L
a
g
os
s
t
a
t
e
w
a
s
a
c
c
ounte
d
f
or
b
y
c
a
n
d
i
date
s’
soc
i
o-ec
o
n
o
mi
cs bac
kgr
ou
n
d
;
st
ud
y h
our a
n
d
a
tti
tu
de
t
ow
a
r
ds Ma
t
hem
a
t
i
c
s
.
Table
6
s
h
o
w
s
the
coe
f
f
i
c
i
ent
s
i
n
rela
tio
n t
o
p
erfor
m
a
n
ce
in En
g
l
i
s
h
L
an
gua
ge
v
is-à-vis o
t
h
er
ind
ep
en
d
e
nt
va
r
i
a
bl
es
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Fac
t
or
s I
n
f
l
ue
nc
i
ng
Can
d
i
d
a
t
es'
Pe
rf
orm
a
n
c
e
in En
gl
is
h L
a
n
g
u
a
g
e
a
nd
Ma
them
at
ics
.... (O
.
M.
Alade
)
24
9
Tab
l
e
6. Coef
f
i
c
ien
t
s o
n
pe
rfo
rm
anc
e
i
n
Eng
lis
h La
ng
ua
ge
** S
i
g
@ p
<
.
0
5
Ta
bl
e
7
sho
w
s
t
h
at
cand
i
d
a
t
e
s’
s
o
c
io
-ec
onomi
c
b
ack
g
r
ound
(
β
1
=
.
2
5
2
;
t
=
6
.
1
9
1
,
p
<
0
.
0
5
)
a
n
d
att
itu
de
(
β
3
=
.
15
3
;
t
=
3
.5
9
7
,
p
<
0.05)
t
ow
a
r
ds
M
a
t
hem
a
t
i
cs
a
re
m
ost
i
n
fl
ue
nt
ia
l
pre
d
ic
t
o
r
s
o
f
c
a
n
di
d
a
tes’
p
e
r
f
o
r
m
a
n
c
e
i
n
M
a
t
h
e
m
a
t
i
c
s
a
t
W
A
S
S
C
E
i
n
L
a
g
o
s
s
t
a
t
e
.
T
h
e
T
a
b
l
e
f
u
r
t
h
e
r
r
e
v
e
a
l
e
d
th
a
t
c
a
n
d
i
d
a
t
e
s
’
s
t
udy
ho
ur
(
β
2
=
-
.008
;
t
=
-.19
0
,
p
>
0
.0
5
)
d
id
not
c
ont
rib
u
t
e
s
ig
ni
fi
cant
l
y
t
o
t
h
e
p
r
ed
i
c
ti
on
m
o
d
e
l
of
can
di
d
a
t
e
s’
perform
ance
i
n
Mat
h
em
atic
s.
Tab
l
e
7.
C
oe
ffi
cien
ts o
n
perf
or
ma
nce
in Mat
hem
a
ti
cs
The
resu
lt
s
sh
o
w
ed
t
hat
in Engl
is
h
La
ng
ua
g
e
,
the
i
n
d
e
pe
n
d
e
nt va
ria
b
les
s
a
ti
sf
y
t
h
e
ass
u
mpti
o
n
o
f
n
o
mult
i-co
l
l
i
n
ear
it
y
a
nd
the
r
e
exi
s
t
s
a
p
osi
t
i
v
e
si
gn
ifica
n
t
corr
el
a
t
i
o
n
b
e
twe
e
n
W
ASSCE
g
r
ad
es
i
n
En
gli
s
h
Lan
gua
ge
a
nd
c
a
n
dida
t
e
s’
s
oci
o
-ec
o
n
o
mic
ba
c
kgro
u
nd.
A
l
s
o
t
h
e
i
n
de
pen
d
e
n
t
va
ria
b
le
s
st
at
i
s
tic
a
lly
a
n
d
sign
ifica
n
tl
y
p
r
e
d
ic
t
the
de
pe
nde
n
t
v
a
r
ia
b
l
e
a
nd
the
sig
n
i
f
i
c
a
n
ce
obse
r
ve
d
i
n
t
he
m
o
d
el
i
s
no
t
b
y
c
ha
n
c
e
bu
t
due
t
o
t
h
e
pr
edic
t
o
r
var
i
a
b
le
s
an
d
a
ll
t
h
e
in
de
pe
n
d
en
t
or
p
r
e
di
c
t
or
v
ar
i
a
b
l
e
s
i
n
th
is
s
t
u
d
y
e
xp
la
ine
d
9
.
1
%
of
the va
r
i
ab
i
lit
y of t
he
d
e
p
en
de
nt
v
ar
iab
l
e.
Th
e
stu
d
y
fu
rt
h
e
r
re
ve
al
e
d
t
h
a
t
ca
ndi
d
a
t
e
s’
s
o
c
i
o
-ec
onomi
c
b
a
c
k
grou
nd
i
s
t
h
e
mos
t
i
n
f
l
u
e
n
t
i
a
l
pred
ic
tors
o
f
c
a
nd
i
d
ate
s
’
per
f
orm
a
nc
e
in
E
n
g
lis
h
La
n
gua
g
e
a
t
WA
S
S
CE
w
h
i
l
e
c
a
n
d
i
d
a
t
e
s’
s
t
udy
h
our
a
nd
att
itu
de
t
ow
a
r
ds
E
ngl
is
h
La
ng
ua
ge
d
i
d
n
o
t
c
o
n
t
ri
bute
si
gn
i
f
ica
n
tl
y
to
t
he
p
r
e
d
i
c
t
i
o
n
m
odel
o
f
c
an
d
i
da
tes’
p
e
rfo
rma
n
c
e
in En
gl
i
s
h
La
ngua
g
e
at
W
A
S
S
CE.
In
M
a
t
hem
a
t
i
c
s
,
the
r
e
su
lts
a
lso
s
how
e
d
t
ha
t
the
i
n
d
e
pe
nde
nt
v
a
r
i
a
b
l
e
s
sa
t
i
sfy
the
a
s
sum
p
t
i
on
of
n
o
mu
l
t
i
-
c
o
ll
in
e
a
r
i
t
y
and
th
e
r
e
e
x
is
t
p
o
s
it
iv
e
re
l
a
tio
n
sh
ip
s
b
e
twe
e
n
c
an
di
d
a
t
e
s’
p
erf
o
rma
n
ce
s
a
n
d
a
l
l
t
h
e
t
h
ree
in
de
pen
d
e
n
t
v
a
riab
les.
T
he
i
n
d
epe
n
de
nt vari
a
ble
s
s
t
a
t
i
s
t
ical
ly
a
n
d si
g
n
ifi
c
ant
l
y pre
d
ic
t t
h
e
de
pen
d
e
n
t
va
riab
le
and
t
h
e
s
i
g
n
i
fi
canc
e
o
bse
r
ve
d
i
n
t
he
m
o
d
el
i
s
no
t
b
y
c
ha
nce
b
u
t
due
t
o
t
h
e
pr
ed
ic
tor
varia
b
les
a
nd
all
th
e
in
de
pen
d
e
n
t
or
pre
di
c
t
or va
r
ia
ble
s
in t
h
is st
u
dy ex
p
l
ai
ne
d
8.1%
o
f t
h
e
var
i
a
b
il
it
y o
f
t
he
de
p
e
n
de
nt va
r
iab
l
e.
F
u
r
t
he
rm
o
r
e,
cand
i
date
s’
s
oci
o
-ec
o
nomic
b
a
c
kgr
ou
n
d
(
β1)
and
a
t
t
itu
de
t
ow
ards
M
a
t
he
m
a
tics
(β3)
a
r
e
mo
st
i
n
f
l
u
e
n
ti
al
p
redi
ctors
o
f
c
a
ndi
d
a
te
s’
p
erf
o
rma
n
ce
i
n
M
a
t
hem
a
tic
s
a
t
W
A
S
S
C
E
a
nd
c
a
n
di
da
tes’
stud
y
ho
ur
(
β2)
d
i
d
n
o
t
c
o
nt
r
i
b
u
t
e
si
g
n
i
f
i
c
a
n
t
ly
t
o
th
e
pred
ict
i
on
m
ode
l
of
c
a
n
dida
te
s’
p
erform
ance
i
n
Ma
them
at
ics a
t
W
A
SSCE in La
g
os sta
te.
4.
CONCL
U
S
ION
The
prob
lem
o
f
p
o
o
r
pe
rform
a
nc
e
in
E
n
g
l
i
s
h
L
a
n
g
u
a
g
e
a
n
d
M
a
t
h
em
a
t
i
c
s
h
a
s
b
e
e
n
a
m
a
j
o
r
o
n
e
i
n
our
e
duca
t
io
na
l
se
c
t
or
t
o
d
a
y
i
n
N
i
geria.
S
oci
o
e
c
o
nomic
b
ac
kgr
o
u
n
d,
a
t
t
i
t
u
d
e
o
f
t
he
s
t
ude
n
t
t
ow
a
r
d
th
e
sub
j
e
c
t
s
a
n
d
t
h
e
n
u
mbe
r
o
f
ho
urs
u
s
ed
i
n
stu
d
y
i
n
g
ha
s
bee
n
i
de
n
t
i
f
ied
has
be
e
n
r
espo
ns
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I
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2
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88
22
I
J
ERE
Vol.
6, No.
3
, Se
pt
e
m
b
e
r
2017
: 243
– 251
25
0
ACKNOWLEDGE
ME
N
T
S
The
au
t
hor
s o
f
the
p
aper
w
ou
l
d
l
ike
t
o
e
xpr
e
s
s
the
i
r
pr
of
o
u
nd
g
r
a
tit
u
d
e
to
t
he
p
r
i
nc
i
p
a
l
s
and
s
t
u
d
e
n
ts
of
t
he
s
e
l
e
c
t
e
d
s
c
h
ools
f
o
r
th
eir
co
o
p
er
at
i
o
n
d
u
r
i
ng
d
a
ta
c
ol
l
e
cti
o
n
ex
erci
se
.
Al
so
t
h
e
i
r
d
ee
p
re
g
a
rd
goe
s
to
the
Wes
t
A
f
r
i
c
a
n
Exam
ina
t
i
o
ns
C
o
unc
i
l
f
or
a
dd
iti
ona
l
d
a
ta
p
r
o
v
i
d
e
d
fo
r
t
h
e
p
r
o
j
ect
.
Al
so
t
o
all
re
se
arch
ers
w
ho
assiste
d
i
n
one
w
ay
o
r
th
e
other
tow
a
r
d
s
m
a
kin
g
t
h
i
s
p
a
p
e
r
wo
rth
w
hi
le.
REFERE
NC
E
S
[1]
R.
R
ay
a
nd
G
.
Lan
c
as
ter,
“
Do
es
C
hi
ld
L
abou
r
Aff
ect
S
cho
o
l
Atte
n
dan
ce
an
d
S
c
hoo
l
P
e
rf
orm
a
nce,
”
Multi Coun
t
r
y
E
v
ide
n
ce on SI
M
P
OC
Data
, 20
0
3.
[2]
R.
S
am
ar,
“
S
tudent
s’
A
t
t
itu
de
t
o
w
ards
E
ng
li
sh
L
ang
u
age
Lea
r
n
i
n
g
a
nd
A
cadem
ic
A
ch
iev
e
me
n
t
:
A
Cas
e
o
f
Bu
si
ness
Stu
d
ents
i
n
P
unjab
,
”
Eu
r
o
p
e
an
Ac
a
d
e
m
i
c
R
e
s
e
ar
c
h
, vo
l/i
ssue: 2(4
)
,
2
0
1
4
.
[3]
N.
A
li,
et
a
l
.
,
“T
he
F
acto
r
s
Inf
l
u
e
nci
ng
S
t
ud
en
ts
P
erf
o
rm
an
ce
a
t
Univ
ersi
ti
T
ek
n
o
l
o
g
i
M
ARA
Ked
a
h,
M
al
aysia,”
Ca
na
dia
n
Resea
r
ch
&
Devel
op
m
e
nt
Cent
er of
Scien
ce an
d
Cu
lt
ures,
vo
l/
is
su
e
:
3(4),
2
0
0
9
.
[4]
N
.
H
arb
and
A.
E
l
-
S
h
aaraw
i,
“
Factors
A
f
f
ectin
g
S
t
u
d
en
ts'
Perf
o
r
m
a
nce,”
Jou
r
na
l
of
B
u
si
ness Ed
ucat
io
n,
vol/is
su
e
:
82
(5), p
p.
28
2
-2
9
0
, 20
0
6
.
[5]
U
k
ao
ha
A
.
,
“
S
ound
E
d
u
catio
n: Bedro
ck
o
f
national
devel
o
p
m
ent,
”
Va
ng
uard,
2010
.
[6]
A
d
ey
emi
A
.
M
.
and
A
d
ey
em
i
S.
B
.,
“
I
n
s
t
i
t
u
t
i
onal
F
actors
as
p
red
ict
o
rs
o
f
S
t
u
d
en
ts’
Acad
emi
c
A
chi
e
vem
e
nt
i
n
Co
ll
e
g
es
o
f
Educati
o
n
in
t
he
S
o
u
t
h
w
e
stern
N
i
geria,
”
Inter
nati
o
n
a
l Jo
ur
na
l
of Ed
uca
t
i
onal Adm
i
nistrati
on
a
n
d
P
o
licy S
t
udies
,
vol
/i
ss
ue:
6(8),
pp.
1
41-1
5
3
,
2
014
.
[7]
M
.
S
.
F
a
r
o
o
q
a
n
d
S
.
Z
.
U
.
S
h
a
h
,
“
S
t
u
d
e
n
t
s
’
A
t
t
i
t
u
d
e
t
o
w
a
r
d
s
M
a
t
he
m
a
tic
s
,”
P
a
ki
st
an Eco
n
o
m
ic a
n
d So
cial
R
eview
Vo
lu
m
e
,
vol/
i
s
s
ue:
46
(1
), p
p.
75
-
8
3
, 20
0
8
.
[8]
Oz
me
r
t
E
.
N
,
et
al.
,
“
R
elatio
nship
bet
w
een
phy
si
cal,
en
v
i
ron
m
en
tal
and
sociod
em
og
r
ap
hi
c
facto
r
s
and
sch
o
o
l
p
e
rf
orm
a
nce
i
n
p
rim
a
ry
sch
oo
lchi
ld
ren,
”
Jo
ur
nal of
T
r
opica
l P
e
d
i
atr
i
cs,
v
o
l
.
51
, p
p.
2
5
-
32,
2
0
0
5
.
[9]
C.
H
.
M
achebe
an
d
C.
L
.
O.
I
f
e
lu
nn
i,
“
Influen
ce
of
P
arent
a
l
S
o
c
i
o
-Eco
no
mic
S
t
at
us
on
acad
em
ic
a
chi
e
vem
e
nt
o
f
S
t
ud
e
n
ts
i
n
S
e
lec
t
ed
S
ch
oo
ls
i
n
Ni
geri
a:
A
case
S
t
ud
y
of
E
nug
u
S
t
ate,”
Jo
u
r
na
l of E
d
u
c
a
t
io
n a
n
d
Pr
acti
ce
,
vo
l/
is
sue
:
5
(2
),
p
p. 10
5
-
11
0,
20
1
4.
[10]
A
d
et
unji
A.
a
n
d
O
l
a
deji
B.
O
.,
“
Co
m
p
arati
v
e
Study
o
f
th
e
Read
in
g
Ha
b
i
t
o
f
B
oa
r
d
ing
a
n
d
Da
y
Se
c
o
nd
a
r
y
Sc
ho
ol
S
t
ud
e
n
ts
i
n O
s
ogbo
,
O
su
n S
t
a
t
e,
N
ig
eria,
”
Pak
i
s
t
an Journal of Social Sc
iences,
vo
l/
is
su
e
:
4(4
)
,
pp.
5
09
-512
,
2
00
7.
[11]
UNES
CO,
“Inte
r
n
a
tion
a
l
Stan
dard
C
lassifi
cati
on of E
du
catio
n
,
” M
o
n
t
real, Canada,
20
1
1
.
[12]
K
.
L
aid
r
a,
et
a
l
.
,
“
P
ers
o
n
a
lity
a
n
d
i
n
t
e
lli
gen
ce
as
p
red
i
cto
r
s
o
f
acad
em
ic
ach
ie
v
e
men
t
:
A
cros
s-s
e
ctio
nal
s
t
ud
y
f
r
o
m
el
em
e
n
tary
to S
e
con
d
ary
sch
o
o
l
,”
P
e
rs
ona
lity
and
Indivi
dua
l
D
i
ff
erenc
e
s
,
v
ol.
42,
p
p.
4
4
1–4
51
,
2
0
0
7
.
[13]
W
A
EC,
“So
c
io
-econ
o
m
i
cs
b
ack
g
r
ou
nd
,
self
-concep
ts
a
nd
s
tu
den
t
s
’
at
ti
tu
de
t
o
sch
o
o
l
i
ng
as
d
et
ermi
nan
t
s
o
f
can
di
dates
’
p
erf
o
rman
ce
in
t
h
e
W
e
s
t
Af
rican
S
en
io
r
S
c
ho
ol
C
erti
f
i
cate
E
x
a
m
in
ati
o
n
s
i
n
T
h
e
G
a
m
b
ia,
”
20
10 The
W
e
st
Afri
c
a
n Ex
am
in
a
t
io
n
s
Council
,
A
ccra
,
Gh
a
n
a
,
201
0.
[14]
Irf
an
M
.
a
n
d
S
h
aban
a
N
.
K
.
“
F
a
c
t
o
rs
a
ff
ect
in
g
stud
ent
s
’
academ
i
c
perf
orm
a
n
c
e
,
”
Glob
al J
o
u
r
na
l o
f
Ma
na
ge
me
nt
and Bus
i
ness
R
e
sear
ch,
vol/i
ss
ue:
12
(9),
201
2
.
[15]
S
.
C
a
n
dras
ekara
n
,
“
C
reativ
it
y
a
n
d
Academ
i
c
A
ch
ievem
e
n
t
o
f
Hi
gh
e
r
S
econ
d
ary
S
c
hoo
l
St
ud
e
n
t
s
i
n
Tam
i
l
n
adu,
”
In
ter
natio
nal Jour
na
l o
f
H
u
m
aniti
es
and
S
o
c
i
a
l
S
c
ien
ce Inven
ti
on
,
v
o
l/issue: 3(8
)
,
p
p
.
3
2-3
6
, 2
01
3.
[16]
A
r
arom
i
M
.
O
.
,
“
At
titu
des
of
U
nderg
radu
ate
S
t
ud
ent
s
t
o
th
e
St
ud
y
of
F
rench
Lan
g
u
a
ge
a
s
a
Gen
e
ral
St
ud
y
Cou
r
se
in
A
ja
y
i
C
r
o
w
t
h
e
r
U
n
i
v
e
r
s
i
ty
,
Oy
o,
N
ig
e
r
i
a
,”
S
t
u
d
i
e
s in
Literat
u
r
e
a
n
d
L
a
ngua
ge,
v
o
l
/
i
s
sue
:
7
(2),
p
p.
9
3
-
10
0,
20
13
.
[17]
O
l
uf
e
m
i
O.
O
.,
“
Eff
ect
o
f
S
o
cio
-
Eco
nom
i
c
S
ta
tu
s
of
P
aren
ts
on
E
ducat
io
nal
A
t
t
a
inm
e
nt
o
f
Fem
a
l
e
S
eco
nd
ar
y
S
c
h
ool
S
t
uden
t
s
in
R
iv
ers
St
a
t
e
of
N
igeri
a
,
”
G
e
nd
er
a
nd Beha
vio
u
r
,
vol/
i
s
s
u
e
:
11
(1
), 2
01
3.
[18]
P
e
p
i
n
B.
,
“
A
C
om
parat
i
v
e
S
tu
d
y
o
f
N
o
rw
egian
an
d
E
ngl
is
h
S
eco
nd
a
ry
S
t
udents’
A
ttitude
t
owa
r
d
Mathematics,
”
20
11
.
BIOGRAPHI
E
S
OF
AUT
HORS
Ol
uwa
t
omi
M
odup
eol
a
A
l
a
de
i
s
an
E
du
c
a
ti
onal
P
s
ycho
lo
gist
a
nd
h
o
ld
s
P
h
.D
i
n
M
eas
urem
ent
and
E
v
al
uati
on.
S
he
w
as
a
s
eas
on
ed
E
d
u
cati
o
n
a
l
Ad
min
i
s
t
ra
to
r
at
t
h
e
M
i
n
i
s
t
r
y
o
f
E
d
u
c
a
t
i
o
n
f
o
r
ov
er 15
y
ears
and
current
ly
lect
u
r
e at
th
e
Univ
e
rsi
t
y o
f
L
ago
s
,
Nigeria.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Fac
t
or
s I
n
f
l
ue
nc
i
ng
Can
d
i
d
a
t
es'
Pe
rf
orm
a
n
c
e
in En
gl
is
h L
a
n
g
u
a
g
e
a
nd
Ma
them
at
ics
.... (O
.
M.
Alade
)
25
1
O
l
aot
a
n
Olad
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K
u
k
u
h
old
s
a
P
h.D.
i
n
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easu
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and
Ev
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o
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rre
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a
t
t
h
e F
e
d
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Co
l
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Edu
cati
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), Akok
a, Lag
os, Nig
eri
a
.
A
d
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