Grace Fayombo | University of the West Indies- Cave Hill (Barbados) (original) (raw)
Papers by Grace Fayombo
International journal of psychological studies, Nov 21, 2010
The assumption in the personality and politics literature is that a person's personality motivate... more The assumption in the personality and politics literature is that a person's personality motivates them to develop certain political attitudes later in life. This assumption is founded on the simple correlation between the two constructs and the observation that personality traits are genetically influenced and develop in infancy, whereas political preferences develop later in life. Work in psychology, behavioral genetics, and recently political science, however, has demonstrated that political preferences also develop in childhood and are equally influenced by genetic factors. These findings cast doubt on the assumed causal relationship between personality and politics. Here we test the causal relationship between personality traits and political attitudes using a direction of causation structural model on a genetically informative sample. The results suggest that personality traits do not cause people to develop political attitudes; rather, the correlation between the two is a function of an innate common underlying genetic factor. The field of political science is witnessing a renaissance in the exploration of the relationship between personality traits and political preferences (
PsycEXTRA Dataset, 2011
This study investigated the relationships between emotional intelligence and academic achievement... more This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)'s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.
International journal of higher education, Sep 11, 2015
There is a growing concern among educators and university administrators that the high cost of tu... more There is a growing concern among educators and university administrators that the high cost of tuition fees has encouraged tertiary level students to adopt a "consumerist view" of tertiary education, where education is seen as a service-for-payment. Anecdotal evidence suggests that this belief may cause lecturers to compromise the academic rigour often associated with instructional design, delivery, and assessment, and may lead students to believe that they are entitled to certain academic privileges. Despite these concerns, there are few empirical studies which examine the prevalence of student consumerism and the factors that influence it. As such, the purpose of this study was twofold; it aimed to: (1) ascertain the level of student consumerism among a sample of university undergraduate students (n = 104) and (2) to determine whether any of the three specified psycho-educational variables (academic self-efficacy, academic locus of control, and intrinsic motivation) used in this study are significantly related to student consumerism among this sample. Questionnaires were administered to a sample of undergraduate students enrolled in a university in Barbados. The results revealed that student consumerist attitudes were above average. No significant relationships emerged between any of the psycho-educational variables and student consumerism. Recommendations for future research are advanced.
This study employed a questionnaire Marital Violence Tendency Scale (0.83) to measure precursors ... more This study employed a questionnaire Marital Violence Tendency Scale (0.83) to measure precursors of abuse of women based on the ethnic psycho-physical assault and marital experiences of 247 married female Nigerians (M = 40.3 years standard deviation = 7.6 years). A further breakdown of the sampled population revealed that 107 were from Ibadan (43.3%) 74 from Onitsha (29.9%) and 66 from Abuja (26.72%). Out of this lot 70.04% indicated that they had at one time or another been physically assaulted by their spouses. The analysis of variance and Z score were used for the analysis at 0.05 margin or error. The authors findings revealed the following: statistical significant difference was found among the three ethnic groups in their propensity towards spousal violence (F = 40.2 df = 2245 P < 0.05); and lastly the study also revealed that years of marital experiences has no effect on women abuse (Z = 0.777 < 1.960). The emerging findings above are thoroughly discussed in line with related studies in the body of the paper. (authors)
International Journal of Learning and Development, Nov 29, 2014
This study investigated the relationships among active learning strategies utilised in both face ... more This study investigated the relationships among active learning strategies utilised in both face to face classroom (role play and videos) and online (discussion forum and glossary activities) and students' learning outcomes (SLOs) among a sample of 158 undergraduate psychology students at The University of the West Indies (UWI), Barbados. The two instruments used for data collection were Active Learning Strategy Survey and Student Learning Outcomes Assessment Scale. Data were analysed using descriptive statistics, Pearson product-moment correlation coefficient and multiple regressions analysis. Results revealed significant positive relationships between the active leaning strategies utilised in both classroom and online environments and the student learning outcome (SLOs); the results also showed that the strategies contributed 11% (Rsq=0.112) to the variance in SLOs and this was found to be significant (F (4,153) = 4.84, p < .001). Additionally, it was found that the strategies utilised in the classroom emerged as better predictors of SLOs than the strategies employed online. These results were discussed in the light of the importance of the active learning strategies as best practices for promoting learning outcomes among the university students.
This study examined some student-related variables (interest in higher education, psychological r... more This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West Indies), Cave Hill Campus, Barbados. They responded to four instruments: PAT (Psychology Achievement Test), IHES (Interest in Higher Education Scale), PRS (Psychological Resilience Scale) and SHS (Study Habit Scale). Descriptive Statistics, Pearson Product Moment Correlation and Stepwise Multiple Regressions were conducted. Findings revealed significant positive correlations between the student-related variables and academic achievement. The student-related variables also jointly contributed 46% of the variance being accounted for in academic achievement (R-square = 0.464, which is the square of the measure of correlation and an indication that the model is fit for future prediction of academic achievement among university students) and this was found to be significant. Additionally, it was found that interest in higher education was the best predictor of academic achievement and that psychological resilience and study habit were other significant predictors. These results were discussed in the light of improving these student-related variables for effective teaching of psychology and good academic performance.
Journal of Educational and Social Research, Nov 1, 2012
Active learning is a crucial component in the learning process; the learner needs to be actively ... more Active learning is a crucial component in the learning process; the learner needs to be actively engaged during the lecture for effective learning to take place. This study therefore investigated the relationships between the active learning strategies (discussion, video clips simulation, game show, role-play, five minute paper, clarification pauses, group work) and the students' learning outcomes (SLOs) among a sample of 158 undergraduate psychology students in The University of the West Indies, Barbados. They responded to Active Learning Strategies Questionnaire and Student Learning Outcomes Assessment Scale. Results revealed statistically significant positive correlations between active learning strategies and student learning outcomes; so also the active learning strategies contributed 14% (Rsq= 0.139) to the variance being accounted for in student learning outcomes and this was found to be statistically significant (F (1,156) = 25.23, p < .05). Additionally, video-clips simulation emerged as the best active learning strategy and had the highest correlations with student learning outcomes (r=0.340, p<0.05). These results were discussed in the light of the importance of the active learning strategies promoting learning among the university students.
This study investigated the relationships between emotional intelligence and academic achievement... more This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)'s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.
World Journal of Education, Apr 27, 2011
This study investigated the relationships between some academic related variables (interest in sc... more This study investigated the relationships between some academic related variables (interest in school, psychological resilience, study habit) and attitudes toward substance abuse among 220 (M=15.1, SD=1.10) secondary school adolescents in Barbados. Results revealed that interest in school, psychological resilience and study habits negatively correlated with adolescents' attitudes toward substance abuse. The academic related variables also jointly contributed 45% (R Square=0.445) of the variance being accounted for in attitudes to substance abuse and this was found to be statistically significant (F(3,216)=57.63, p<.0005). Additionally, it was found that interest in school was the best predictor of attitudes to substance abuse and that psychological resilience and study habit were other significant predictors. These results were discussed in the light of the importance of these academic variables preventing adolescents' substance abuse.
International journal of higher education, May 11, 2012
This study investigated emotional intelligence (attending to emotion, positive expressivity and n... more This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados. Results revealed significant positive and negative correlations among academic achievement, emotional intelligence components and gender. Additionally, using the stepwise multiple regression analysis, it was found that emotional intelligence contributed 40% (Rsq= 0.396) to the variance in academic achievement while simple regression analysis revealed that gender also contributed 5% (Rsq =0.048) to academic achievement and these results were significant indicating that both emotional intelligence and gender predicted academic achievement but emotional intelligence was a better predictor of academic achievement than gender. The Independent t-test analysis also revealed gender disparity in academic achievement and attending to emotions in favour of girls. These findings were discussed in the paper.
Journal of educational and developmental psychology, Apr 25, 2012
This cross-institutional study investigated the student-centred, home, school and society related... more This cross-institutional study investigated the student-centred, home, school and society related causes of absenteeism among 1000 undergraduate students from two public universities, 500 each from
PsycEXTRA Dataset
This study investigated emotional intelligence (attending to emotion, positive expressivity and n... more This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados. Results revealed significant positive and negative correlations among academic achievement, emotional intelligence components and gender. Additionally, using the stepwise multiple regression analysis, it was found that emotional intelligence contributed 40% (Rsq= 0.396) to the variance in academic achievement while simple regression analysis revealed that gender also contributed 5% (Rsq =0.048) to academic achievement and these results were significant indicating that both emotional intelligence and gender predicted academic achievement but emotional intelligence was a better predictor of academic achievement than gender. The Independent t-test analysis also revealed gender disparity in academic achievement and attending to emotions in favour of girls. These findings were discussed in the paper.
Routledge eBooks, Jun 30, 2022
This study investigated the relationships between the<br> active learning strategies (discu... more This study investigated the relationships between the<br> active learning strategies (discussion, video clips, game show, role–<br> play, five minute paper, clarification pauses, and small group) and<br> academic achievement among a sample of 158 undergraduate<br> psychology students in The University of the West Indies (UWI),<br> Barbados. Results revealed statistically significant positive<br> correlations between active learning strategies and students'<br> academic achievement; so also the active learning strategies<br> contributed 22% (Rsq=0.222) to the variance being accounted for in<br> academic achievement and this was found to be statistically<br> significant (F(7,150) = 6.12, p < .05). Additionally, group work<br> emerged as the best active learning strategy and had the highest<br> correlation with the students' academic achievement. These results<br> were discussed in the light of the...
International Journal of Psychological Studies, Nov 21, 2010
This cross-sectional study investigated the relationships between the big five personality traits... more This cross-sectional study investigated the relationships between the big five personality traits: (conscientiousness, agreeableness, neuroticism, openness to experience, extraversion) and psychological resilience among 397 Caribbean secondary school adolescents. Pearson Product Moment Correlation and Stepwise Multiple Regressions were conducted to analyse the data. Results revealed statistically significant positive relationships between the personality traits (conscientiousness, agreeableness, openness to experience, extraversion) and psychological resilience, while neuroticism was negatively correlated with psychological resilience. The personality traits also jointly contributed 32% (R square = 0.324) of the variance being accounted for in psychological resilience and this was found to be statistically significant with conscientiousness being the best predictor while agreeableness, neuroticism and openness to experience were other significant predictors, however, extraversion did not contribute significantly. These results are discussed in the light of healthy personality beefing up and promoting adolescents' psychological resilience.
This cross-institutional study investigated the student-centred, home, school and society related... more This cross-institutional study investigated the student-centred, home, school and society related causes of absenteeism among 1000 undergraduate students from two public universities, 500 each from The University of
European Journal of Scientific …, 2009
... Studies like Okpala and Onocha (1988) and Olatoye and Ogunkola (2008) indicated that study ha... more ... Studies like Okpala and Onocha (1988) and Olatoye and Ogunkola (2008) indicated that study habits make a significant contribution to the prediction of physics achievement. ... Physics Education, 23. 361 363 [8] Olatoye, RA and Ogunkola, BJ (2008). ...
International Association for Teaching and Learning
International Journal of Learning and Development, Nov 29, 2014
This study investigated the relationships among active learning strategies utilised in both face ... more This study investigated the relationships among active learning strategies utilised in both face to face classroom (role play and videos) and online (discussion forum and glossary activities) and students' learning outcomes (SLOs) among a sample of 158 undergraduate psychology students at The University of the West Indies (UWI), Barbados. The two instruments used for data collection were Active Learning Strategy Survey and Student Learning Outcomes Assessment Scale. Data were analysed using descriptive statistics, Pearson product-moment correlation coefficient and multiple regressions analysis. Results revealed significant positive relationships between the active leaning strategies utilised in both classroom and online environments and the student learning outcome (SLOs); the results also showed that the strategies contributed 11% (Rsq=0.112) to the variance in SLOs and this was found to be significant (F (4,153) = 4.84, p < .001). Additionally, it was found that the strategies utilised in the classroom emerged as better predictors of SLOs than the strategies employed online. These results were discussed in the light of the importance of the active learning strategies as best practices for promoting learning outcomes among the university students.
International journal of psychological studies, Nov 21, 2010
The assumption in the personality and politics literature is that a person's personality motivate... more The assumption in the personality and politics literature is that a person's personality motivates them to develop certain political attitudes later in life. This assumption is founded on the simple correlation between the two constructs and the observation that personality traits are genetically influenced and develop in infancy, whereas political preferences develop later in life. Work in psychology, behavioral genetics, and recently political science, however, has demonstrated that political preferences also develop in childhood and are equally influenced by genetic factors. These findings cast doubt on the assumed causal relationship between personality and politics. Here we test the causal relationship between personality traits and political attitudes using a direction of causation structural model on a genetically informative sample. The results suggest that personality traits do not cause people to develop political attitudes; rather, the correlation between the two is a function of an innate common underlying genetic factor. The field of political science is witnessing a renaissance in the exploration of the relationship between personality traits and political preferences (
PsycEXTRA Dataset, 2011
This study investigated the relationships between emotional intelligence and academic achievement... more This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)'s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.
International journal of higher education, Sep 11, 2015
There is a growing concern among educators and university administrators that the high cost of tu... more There is a growing concern among educators and university administrators that the high cost of tuition fees has encouraged tertiary level students to adopt a "consumerist view" of tertiary education, where education is seen as a service-for-payment. Anecdotal evidence suggests that this belief may cause lecturers to compromise the academic rigour often associated with instructional design, delivery, and assessment, and may lead students to believe that they are entitled to certain academic privileges. Despite these concerns, there are few empirical studies which examine the prevalence of student consumerism and the factors that influence it. As such, the purpose of this study was twofold; it aimed to: (1) ascertain the level of student consumerism among a sample of university undergraduate students (n = 104) and (2) to determine whether any of the three specified psycho-educational variables (academic self-efficacy, academic locus of control, and intrinsic motivation) used in this study are significantly related to student consumerism among this sample. Questionnaires were administered to a sample of undergraduate students enrolled in a university in Barbados. The results revealed that student consumerist attitudes were above average. No significant relationships emerged between any of the psycho-educational variables and student consumerism. Recommendations for future research are advanced.
This study employed a questionnaire Marital Violence Tendency Scale (0.83) to measure precursors ... more This study employed a questionnaire Marital Violence Tendency Scale (0.83) to measure precursors of abuse of women based on the ethnic psycho-physical assault and marital experiences of 247 married female Nigerians (M = 40.3 years standard deviation = 7.6 years). A further breakdown of the sampled population revealed that 107 were from Ibadan (43.3%) 74 from Onitsha (29.9%) and 66 from Abuja (26.72%). Out of this lot 70.04% indicated that they had at one time or another been physically assaulted by their spouses. The analysis of variance and Z score were used for the analysis at 0.05 margin or error. The authors findings revealed the following: statistical significant difference was found among the three ethnic groups in their propensity towards spousal violence (F = 40.2 df = 2245 P < 0.05); and lastly the study also revealed that years of marital experiences has no effect on women abuse (Z = 0.777 < 1.960). The emerging findings above are thoroughly discussed in line with related studies in the body of the paper. (authors)
International Journal of Learning and Development, Nov 29, 2014
This study investigated the relationships among active learning strategies utilised in both face ... more This study investigated the relationships among active learning strategies utilised in both face to face classroom (role play and videos) and online (discussion forum and glossary activities) and students' learning outcomes (SLOs) among a sample of 158 undergraduate psychology students at The University of the West Indies (UWI), Barbados. The two instruments used for data collection were Active Learning Strategy Survey and Student Learning Outcomes Assessment Scale. Data were analysed using descriptive statistics, Pearson product-moment correlation coefficient and multiple regressions analysis. Results revealed significant positive relationships between the active leaning strategies utilised in both classroom and online environments and the student learning outcome (SLOs); the results also showed that the strategies contributed 11% (Rsq=0.112) to the variance in SLOs and this was found to be significant (F (4,153) = 4.84, p < .001). Additionally, it was found that the strategies utilised in the classroom emerged as better predictors of SLOs than the strategies employed online. These results were discussed in the light of the importance of the active learning strategies as best practices for promoting learning outcomes among the university students.
This study examined some student-related variables (interest in higher education, psychological r... more This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West Indies), Cave Hill Campus, Barbados. They responded to four instruments: PAT (Psychology Achievement Test), IHES (Interest in Higher Education Scale), PRS (Psychological Resilience Scale) and SHS (Study Habit Scale). Descriptive Statistics, Pearson Product Moment Correlation and Stepwise Multiple Regressions were conducted. Findings revealed significant positive correlations between the student-related variables and academic achievement. The student-related variables also jointly contributed 46% of the variance being accounted for in academic achievement (R-square = 0.464, which is the square of the measure of correlation and an indication that the model is fit for future prediction of academic achievement among university students) and this was found to be significant. Additionally, it was found that interest in higher education was the best predictor of academic achievement and that psychological resilience and study habit were other significant predictors. These results were discussed in the light of improving these student-related variables for effective teaching of psychology and good academic performance.
Journal of Educational and Social Research, Nov 1, 2012
Active learning is a crucial component in the learning process; the learner needs to be actively ... more Active learning is a crucial component in the learning process; the learner needs to be actively engaged during the lecture for effective learning to take place. This study therefore investigated the relationships between the active learning strategies (discussion, video clips simulation, game show, role-play, five minute paper, clarification pauses, group work) and the students' learning outcomes (SLOs) among a sample of 158 undergraduate psychology students in The University of the West Indies, Barbados. They responded to Active Learning Strategies Questionnaire and Student Learning Outcomes Assessment Scale. Results revealed statistically significant positive correlations between active learning strategies and student learning outcomes; so also the active learning strategies contributed 14% (Rsq= 0.139) to the variance being accounted for in student learning outcomes and this was found to be statistically significant (F (1,156) = 25.23, p < .05). Additionally, video-clips simulation emerged as the best active learning strategy and had the highest correlations with student learning outcomes (r=0.340, p<0.05). These results were discussed in the light of the importance of the active learning strategies promoting learning among the university students.
This study investigated the relationships between emotional intelligence and academic achievement... more This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)'s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.
World Journal of Education, Apr 27, 2011
This study investigated the relationships between some academic related variables (interest in sc... more This study investigated the relationships between some academic related variables (interest in school, psychological resilience, study habit) and attitudes toward substance abuse among 220 (M=15.1, SD=1.10) secondary school adolescents in Barbados. Results revealed that interest in school, psychological resilience and study habits negatively correlated with adolescents' attitudes toward substance abuse. The academic related variables also jointly contributed 45% (R Square=0.445) of the variance being accounted for in attitudes to substance abuse and this was found to be statistically significant (F(3,216)=57.63, p<.0005). Additionally, it was found that interest in school was the best predictor of attitudes to substance abuse and that psychological resilience and study habit were other significant predictors. These results were discussed in the light of the importance of these academic variables preventing adolescents' substance abuse.
International journal of higher education, May 11, 2012
This study investigated emotional intelligence (attending to emotion, positive expressivity and n... more This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados. Results revealed significant positive and negative correlations among academic achievement, emotional intelligence components and gender. Additionally, using the stepwise multiple regression analysis, it was found that emotional intelligence contributed 40% (Rsq= 0.396) to the variance in academic achievement while simple regression analysis revealed that gender also contributed 5% (Rsq =0.048) to academic achievement and these results were significant indicating that both emotional intelligence and gender predicted academic achievement but emotional intelligence was a better predictor of academic achievement than gender. The Independent t-test analysis also revealed gender disparity in academic achievement and attending to emotions in favour of girls. These findings were discussed in the paper.
Journal of educational and developmental psychology, Apr 25, 2012
This cross-institutional study investigated the student-centred, home, school and society related... more This cross-institutional study investigated the student-centred, home, school and society related causes of absenteeism among 1000 undergraduate students from two public universities, 500 each from
PsycEXTRA Dataset
This study investigated emotional intelligence (attending to emotion, positive expressivity and n... more This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados. Results revealed significant positive and negative correlations among academic achievement, emotional intelligence components and gender. Additionally, using the stepwise multiple regression analysis, it was found that emotional intelligence contributed 40% (Rsq= 0.396) to the variance in academic achievement while simple regression analysis revealed that gender also contributed 5% (Rsq =0.048) to academic achievement and these results were significant indicating that both emotional intelligence and gender predicted academic achievement but emotional intelligence was a better predictor of academic achievement than gender. The Independent t-test analysis also revealed gender disparity in academic achievement and attending to emotions in favour of girls. These findings were discussed in the paper.
Routledge eBooks, Jun 30, 2022
This study investigated the relationships between the<br> active learning strategies (discu... more This study investigated the relationships between the<br> active learning strategies (discussion, video clips, game show, role–<br> play, five minute paper, clarification pauses, and small group) and<br> academic achievement among a sample of 158 undergraduate<br> psychology students in The University of the West Indies (UWI),<br> Barbados. Results revealed statistically significant positive<br> correlations between active learning strategies and students'<br> academic achievement; so also the active learning strategies<br> contributed 22% (Rsq=0.222) to the variance being accounted for in<br> academic achievement and this was found to be statistically<br> significant (F(7,150) = 6.12, p < .05). Additionally, group work<br> emerged as the best active learning strategy and had the highest<br> correlation with the students' academic achievement. These results<br> were discussed in the light of the...
International Journal of Psychological Studies, Nov 21, 2010
This cross-sectional study investigated the relationships between the big five personality traits... more This cross-sectional study investigated the relationships between the big five personality traits: (conscientiousness, agreeableness, neuroticism, openness to experience, extraversion) and psychological resilience among 397 Caribbean secondary school adolescents. Pearson Product Moment Correlation and Stepwise Multiple Regressions were conducted to analyse the data. Results revealed statistically significant positive relationships between the personality traits (conscientiousness, agreeableness, openness to experience, extraversion) and psychological resilience, while neuroticism was negatively correlated with psychological resilience. The personality traits also jointly contributed 32% (R square = 0.324) of the variance being accounted for in psychological resilience and this was found to be statistically significant with conscientiousness being the best predictor while agreeableness, neuroticism and openness to experience were other significant predictors, however, extraversion did not contribute significantly. These results are discussed in the light of healthy personality beefing up and promoting adolescents' psychological resilience.
This cross-institutional study investigated the student-centred, home, school and society related... more This cross-institutional study investigated the student-centred, home, school and society related causes of absenteeism among 1000 undergraduate students from two public universities, 500 each from The University of
European Journal of Scientific …, 2009
... Studies like Okpala and Onocha (1988) and Olatoye and Ogunkola (2008) indicated that study ha... more ... Studies like Okpala and Onocha (1988) and Olatoye and Ogunkola (2008) indicated that study habits make a significant contribution to the prediction of physics achievement. ... Physics Education, 23. 361 363 [8] Olatoye, RA and Ogunkola, BJ (2008). ...
International Association for Teaching and Learning
International Journal of Learning and Development, Nov 29, 2014
This study investigated the relationships among active learning strategies utilised in both face ... more This study investigated the relationships among active learning strategies utilised in both face to face classroom (role play and videos) and online (discussion forum and glossary activities) and students' learning outcomes (SLOs) among a sample of 158 undergraduate psychology students at The University of the West Indies (UWI), Barbados. The two instruments used for data collection were Active Learning Strategy Survey and Student Learning Outcomes Assessment Scale. Data were analysed using descriptive statistics, Pearson product-moment correlation coefficient and multiple regressions analysis. Results revealed significant positive relationships between the active leaning strategies utilised in both classroom and online environments and the student learning outcome (SLOs); the results also showed that the strategies contributed 11% (Rsq=0.112) to the variance in SLOs and this was found to be significant (F (4,153) = 4.84, p < .001). Additionally, it was found that the strategies utilised in the classroom emerged as better predictors of SLOs than the strategies employed online. These results were discussed in the light of the importance of the active learning strategies as best practices for promoting learning outcomes among the university students.