Alice Musa | University of Maiduguri (original) (raw)
Papers by Alice Musa
DOAJ (DOAJ: Directory of Open Access Journals), 2008
American Journal of Educational Research, Oct 27, 2016
The study determined the effects of training in phonological awareness skills on the reading perf... more The study determined the effects of training in phonological awareness skills on the reading performance of children with dyslexia in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effects of phonological awareness training on reading performance of children with dyslexia and the significant effect of sex on the intervention guided the study. The design of the study is quasiexperiment. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected in a private school, participated in the study. Phonological Awareness Skills Test (PAST), with Cronbach Alpha Coefficient reliability of 0.87, was used to give intervention on four phonological awareness skills-word identification, word deletion, word blending and word rhyming for 8 weeks, while a reading passage (Cloze test) was used to determine the reading levels of the participants before and after the intervention. Simple percentage and t-test were used to analyze the data at 0.05 level of significance. The results revealed that the training in phonological awareness skills significantly improved the reading performance of the children with dyslexia. However, there is no significant effect of sex on the intervention. Universities and colleges of education should give students specializing in English Language training in handling dyslexia to enable them indentify children with dyslexia in their classes and attend to their needs in their teaching in view of the move towards inclusive education.
The study determined the effects of training in phonological awareness skills on the reading perf... more The study determined the effects of training in phonological awareness skills on the reading performance of dyslexic children in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effect of phonological awareness training on reading performance of dyslexic children and the significant effect of sex on the intervention guided the study. The design of the study is a quasi-experimental study. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected, in private schools, participated in the study. Phonological Awareness Skills Test (PAST), with index reliability of 0.87 Cronbach Alpha was used to give intervention on four phonological awareness skills for 8 weeks while A reading passage (Cloze test) was used to determine the reading levels of the dyslexic children before and after the intervention. Simple percentage and t test were used to analyze the data at 0.05 level of significance. The results reveal that there is ...
Journal of Education and Practice, 2016
The study determined Relationship between Students’ Expectancy Beliefs and English Language Perfo... more The study determined Relationship between Students’ Expectancy Beliefs and English Language Performance of Students in Maiduguri Metropolis, Borno State, Nigeria. Correlation design was adopted for the study. Four hypotheses which determined the relationships between the components of expectancy beliefs: ability, tasks difficulty, and past experience beliefs, and performance in English Language and the difference among these components in explaining the variance of English Language performance were tested. A sample of 400 (192 males and 208 females) SS II students from 8 secondary schools, participated in the study. The sample was selected through stratified random sampling. Ability Self-Perceptions Instrument (ASPI), with a Cronbach Alpha Coefficient reliability of .96, and students’ end of session results in English Language were used to collect the data. Multiple regressions were used to analyse the data. The results revealed significant relationship between ability, task dif...
Journal of Education and Practice, 2016
The paper investigated gender difference in achievement goals and performance in English Language... more The paper investigated gender difference in achievement goals and performance in English Language and Mathematics of senior secondary schools students in Borno State, Nigeria. The study specifically sought to determine gender differences in students’ academic performances in English Language, Mathematics and overall academic performance as well as the effects of gender on these differences in performance if any. The study was based on the ‘A Hierarchical Model of Approach and Avoidance Achievement Goals Motivation’ propounded by Elliot and Church (1997). The study used Correlational design with a sample of 827 (414 boys and 413) students selected via stratified random sampling form 18 schools across the state. “A Hierarchical Model of Approach and Avoidance Achievement Goals Motivation” Scale was used to measure achievement goals, tests in English and Mathematics were used to measure achievement measures in the two subjects domains while the aggregate of average scores in the...
IFE Psychologia: An International Journal, 2015
The study investigated the relationships between achievement goals and measures of academic perfo... more The study investigated the relationships between achievement goals and measures of academic performance in English and Mathematics of senior secondary school students in Borno State, Nigeria. The objectives of the study were to determine the relationships between achievement goals and performances in English and Mathematics, and the contribution of each goal type to the variance of academic performance in English and Mathematics. Eight hundred and twenty-seven (827) students randomly selected from 18 senior boarding secondary schools in Borno State responded to "A hierarchical Model of Approach and Avoidance Achievement Motivation" scale as measure of achievement goals and English and Mathematics tests as measured of academic performance. Hierarchical multiple regression was used to analyse the data. The results reveal significant relationships: among the goals, between learning and performance-avoidance goals with English and overall academic performance; but non with mat...
Journal of Education and Training Studies, 2016
The purpose of the study was to determine adolescents" perceptions of the psychological security ... more The purpose of the study was to determine adolescents" perceptions of the psychological security of their schools environments and their relationship with their emotional development and academic performance in secondary schools in Gombe Metropolis. A sample of 239 (107 males and 133 females) secondary school students selected via stratified random sampling from four public and private secondary schools in Gombe Metropolis participated in the study. A self-develop questionnaire titled "Psychological Perspective of the Security of School Environment, Emotional Development Academic Performance of Adolescents Questionnaire" with a Cronbach Alpha reliability of (.71) was used for the study. Simple Percentage and Multiple Regression were used to analyse the data. The findings reveal that adolescents perceived the psychological security of secondary schools environments as insecure; there are significant relationships between insecurity of school environment with emotional development and academic performance of adolescents. It is recommended that Government and school proprietors should fence all schools, school administrators should provide adequate security for teachers and students through good leadership and parents should train their children well.
Journal of Education and Applied Psychology
Page 89. 89 Students' Conception of Academic Performance in Adamawa State University, Mu... more Page 89. 89 Students' Conception of Academic Performance in Adamawa State University, Mubi: Implications for Counselling and Human Development Sababa, l. K. Department of Science Education Adamawa State University, Mubi & Alice K. Musa (Ph. ...
American Journal of Educational Research, 2016
The study determined the effects of training in phonological awareness skills on the reading perf... more The study determined the effects of training in phonological awareness skills on the reading performance of children with dyslexia in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effects of phonological awareness training on reading performance of children with dyslexia and the significant effect of sex on the intervention guided the study. The design of the study is quasi-experiment. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected in a private school, participated in the study. Phonological Awareness Skills Test (PAST), with Cronbach Alpha Coefficient reliability of 0.87, was used to give intervention on four phonological awareness skills - word identification, word deletion, word blending and word rhyming for 8 weeks, while a reading passage (Cloze test) was used to determine the reading levels of the participants before and after the intervention. Simple percentage and t-test were used to analyze ...
Research in Education, 2013
DOAJ (DOAJ: Directory of Open Access Journals), 2008
American Journal of Educational Research, Oct 27, 2016
The study determined the effects of training in phonological awareness skills on the reading perf... more The study determined the effects of training in phonological awareness skills on the reading performance of children with dyslexia in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effects of phonological awareness training on reading performance of children with dyslexia and the significant effect of sex on the intervention guided the study. The design of the study is quasiexperiment. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected in a private school, participated in the study. Phonological Awareness Skills Test (PAST), with Cronbach Alpha Coefficient reliability of 0.87, was used to give intervention on four phonological awareness skills-word identification, word deletion, word blending and word rhyming for 8 weeks, while a reading passage (Cloze test) was used to determine the reading levels of the participants before and after the intervention. Simple percentage and t-test were used to analyze the data at 0.05 level of significance. The results revealed that the training in phonological awareness skills significantly improved the reading performance of the children with dyslexia. However, there is no significant effect of sex on the intervention. Universities and colleges of education should give students specializing in English Language training in handling dyslexia to enable them indentify children with dyslexia in their classes and attend to their needs in their teaching in view of the move towards inclusive education.
The study determined the effects of training in phonological awareness skills on the reading perf... more The study determined the effects of training in phonological awareness skills on the reading performance of dyslexic children in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effect of phonological awareness training on reading performance of dyslexic children and the significant effect of sex on the intervention guided the study. The design of the study is a quasi-experimental study. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected, in private schools, participated in the study. Phonological Awareness Skills Test (PAST), with index reliability of 0.87 Cronbach Alpha was used to give intervention on four phonological awareness skills for 8 weeks while A reading passage (Cloze test) was used to determine the reading levels of the dyslexic children before and after the intervention. Simple percentage and t test were used to analyze the data at 0.05 level of significance. The results reveal that there is ...
Journal of Education and Practice, 2016
The study determined Relationship between Students’ Expectancy Beliefs and English Language Perfo... more The study determined Relationship between Students’ Expectancy Beliefs and English Language Performance of Students in Maiduguri Metropolis, Borno State, Nigeria. Correlation design was adopted for the study. Four hypotheses which determined the relationships between the components of expectancy beliefs: ability, tasks difficulty, and past experience beliefs, and performance in English Language and the difference among these components in explaining the variance of English Language performance were tested. A sample of 400 (192 males and 208 females) SS II students from 8 secondary schools, participated in the study. The sample was selected through stratified random sampling. Ability Self-Perceptions Instrument (ASPI), with a Cronbach Alpha Coefficient reliability of .96, and students’ end of session results in English Language were used to collect the data. Multiple regressions were used to analyse the data. The results revealed significant relationship between ability, task dif...
Journal of Education and Practice, 2016
The paper investigated gender difference in achievement goals and performance in English Language... more The paper investigated gender difference in achievement goals and performance in English Language and Mathematics of senior secondary schools students in Borno State, Nigeria. The study specifically sought to determine gender differences in students’ academic performances in English Language, Mathematics and overall academic performance as well as the effects of gender on these differences in performance if any. The study was based on the ‘A Hierarchical Model of Approach and Avoidance Achievement Goals Motivation’ propounded by Elliot and Church (1997). The study used Correlational design with a sample of 827 (414 boys and 413) students selected via stratified random sampling form 18 schools across the state. “A Hierarchical Model of Approach and Avoidance Achievement Goals Motivation” Scale was used to measure achievement goals, tests in English and Mathematics were used to measure achievement measures in the two subjects domains while the aggregate of average scores in the...
IFE Psychologia: An International Journal, 2015
The study investigated the relationships between achievement goals and measures of academic perfo... more The study investigated the relationships between achievement goals and measures of academic performance in English and Mathematics of senior secondary school students in Borno State, Nigeria. The objectives of the study were to determine the relationships between achievement goals and performances in English and Mathematics, and the contribution of each goal type to the variance of academic performance in English and Mathematics. Eight hundred and twenty-seven (827) students randomly selected from 18 senior boarding secondary schools in Borno State responded to "A hierarchical Model of Approach and Avoidance Achievement Motivation" scale as measure of achievement goals and English and Mathematics tests as measured of academic performance. Hierarchical multiple regression was used to analyse the data. The results reveal significant relationships: among the goals, between learning and performance-avoidance goals with English and overall academic performance; but non with mat...
Journal of Education and Training Studies, 2016
The purpose of the study was to determine adolescents" perceptions of the psychological security ... more The purpose of the study was to determine adolescents" perceptions of the psychological security of their schools environments and their relationship with their emotional development and academic performance in secondary schools in Gombe Metropolis. A sample of 239 (107 males and 133 females) secondary school students selected via stratified random sampling from four public and private secondary schools in Gombe Metropolis participated in the study. A self-develop questionnaire titled "Psychological Perspective of the Security of School Environment, Emotional Development Academic Performance of Adolescents Questionnaire" with a Cronbach Alpha reliability of (.71) was used for the study. Simple Percentage and Multiple Regression were used to analyse the data. The findings reveal that adolescents perceived the psychological security of secondary schools environments as insecure; there are significant relationships between insecurity of school environment with emotional development and academic performance of adolescents. It is recommended that Government and school proprietors should fence all schools, school administrators should provide adequate security for teachers and students through good leadership and parents should train their children well.
Journal of Education and Applied Psychology
Page 89. 89 Students' Conception of Academic Performance in Adamawa State University, Mu... more Page 89. 89 Students' Conception of Academic Performance in Adamawa State University, Mubi: Implications for Counselling and Human Development Sababa, l. K. Department of Science Education Adamawa State University, Mubi & Alice K. Musa (Ph. ...
American Journal of Educational Research, 2016
The study determined the effects of training in phonological awareness skills on the reading perf... more The study determined the effects of training in phonological awareness skills on the reading performance of children with dyslexia in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effects of phonological awareness training on reading performance of children with dyslexia and the significant effect of sex on the intervention guided the study. The design of the study is quasi-experiment. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected in a private school, participated in the study. Phonological Awareness Skills Test (PAST), with Cronbach Alpha Coefficient reliability of 0.87, was used to give intervention on four phonological awareness skills - word identification, word deletion, word blending and word rhyming for 8 weeks, while a reading passage (Cloze test) was used to determine the reading levels of the participants before and after the intervention. Simple percentage and t-test were used to analyze ...
Research in Education, 2013