The relationship of two dimensions of self-concept, academic attitude and intellectual competency, and gender with learning style and academic achievement

• 主要作者: Wenceslao, Ma. Teresa A.
• 格式: text
• 語言: English
• 出版: Animo Repository 1991
• 主題: Prediction of scholastic success; Educational Psychology
• 在線閱讀: https://animorepository.dlsu.edu.ph/etd_masteral/1326; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=8164&context=etd_masteral

This study investigates the relationship of students' self-concept (academic attitude and intellectual competency) and gender with students' learning style and academic achievement. It also seeks to determine the predictors of learning and academic achievement. The descriptive correlational method was employed in this study. This involved gathering data by means of questionnaires and subjecting the results to correlational analyses to determine the significance of the relationship between the variables. The subjects of the study were 56 female students from Assumption College and Poveda Learning Centre and 92 male students from Ateneo de Manila University. Grade 4 pupils whose academic averages for the first and second grading periods of the school year 1990-91 fall within 90 percent and above or 78 percent and below were considered for this study. Academic achievement in this study did not relflect differences in achievement levels in relation to a student's IQ, it referred only to performance on designated subject areas - Reading, Language, Science, Mathematics, Filipino, and Sibika at Kultura. Also, only academically-related dimensions of self-concept were considered in this study. The two questionnaires used were the Learning Style Checklist (LSC) (Ferrer & Pak,1990) and the Self-Concept Scale for Children (Agbing, 1989). Based on the findings of the study, it was concluded that the first dimension of self-concept, academic attitude, affected learning style more significantly than do its second dimension, intellectual competency, and even gender. It was considered predictive of learning style in this study. It was also found that the academic attitude and intellectual competency dimensions of self-concept affected a student's academic achievement significantly. Better academic achievement usually occurred with a more positive academic attitude and intellectual competency. Gender did not prove to be significant in either learning style or academic achievement.