Ofem Usani Joseph, Idika Delight, Otu Bernard, Victor Ovat Sylvia, Arikpo Mary Iyam, Anakwue Anthonia Laetitia, Akpo Cletus, Anake Paulina Mbua, Ayin Nnyenkpa Ntui, Edam-Agbor Imelda Barong, Orim Faith Sylvester, Eunice Ngozi Ajuluchukwu, Anyiopi Roseline Undie, Nwinyinya Emeka, Ekpenyoung Effiong Ibok
Department of Educational Foundations, Alex Ekwueme Federal University, Nigeria.
Institute of Education, University of Calabar, Calabar, Nigeria.
Heliyon. 2024 May 6;10(9):e30773. doi: 10.1016/j.heliyon.2024.e30773. eCollection 2024 May 15.
Studies that were carried out previously on learning outcomes focused mainly on the student's cognitive domain while identifying factors that predicted it. More so, most of the learner's assessments in school are largely dependent on the score obtained from specific subjects by the learner, and efforts to address other domains of instruction such as affective and psychomotor domains have been minimal or absent in regard to the variables selected for the study. This study therefore sought to address that gap by finding out the relative and composite contribution of academic optimism and capital indicators to the learning outcomes (of students.
The study adopted a correlational design with a multistage sampling technique to select a total of 534 senior secondary class II students. Two research instruments, the Academic Optimism and Capital Indicators Scale (AOCIS) and the Learning Outcomes Scale (LOS), were used for data collection. Exploratory and confirmatory factors analysis were used to assess the dimensionality of the items and factor structure of the scales. The psychometric properties obtained for scale were adequate for the instrument to be adjudged valid and reliable.The collected data were analysed using the hierarchical regression approach (HRA).
The findings of the study revealed that academic emphasis, collective efficacy, faculty trust, social capital, economic capital, and cultural capital, relatively and jointly, predict overall learning outcomes (cognitive, affective, and psychomotor construct). The result showed that there was an increased proportion of variance with each addition of a predictor to the model. Social capital reduced the percentage change at the initial time, but with the addition of economic capital, the proportion of change increased among others in the subsequent model examination.
/implication: The study provides knowledge and empirical evidence that academic optimism and capital indicators, with their dimensions, affect composite learning outcomes among students. This study will help school ministries, policymakers, and curriculum planners make sure that the educational objectives, philosophies, and programmes are planned to reflect the total learner in order to produce the total learner that will effect changes in the society. This study has provided evidence that academic inputs and capital indicators are crucial indices of their learning outcomes in the three area of learning. The ability of the school to emphasise academics, ensure that all school agents are committed to instructional delivery, and gain the trust of parents is crucial for adequate support to enhance students learning outcomes. The outcome has implication for policy development and providing a climate that can stimulate equity, trust and motivation.
先前关于学习成果的研究主要集中在学生的认知领域，同时确定预测该领域的因素。更重要的是，学校中大多数对学习者的评估在很大程度上取决于学习者从特定学科获得的分数，并且对于为该研究选择的变量而言，在解决教学的其他领域（如情感和心理运动领域）方面所做的努力很少或根本没有。因此，本研究试图通过找出学业乐观主义和资本指标对（学生的）学习成果的相对和综合贡献来填补这一空白。
本研究采用相关设计和多阶段抽样技术，共选取了534名高二学生。使用两种研究工具，即学业乐观主义和资本指标量表（AOCIS）和学习成果量表（LOS）进行数据收集。探索性和验证性因素分析用于评估量表项目的维度和因素结构。获得的量表心理测量特性足以判定该工具有效且可靠。使用层次回归方法（HRA）对收集的数据进行分析。
研究结果表明，学业重点、集体效能感、对教师的信任、社会资本、经济资本和文化资本相对并共同预测总体学习成果（认知、情感和心理运动结构）。结果表明，随着模型中每个预测变量的增加，方差比例增加。社会资本在初始阶段降低了变化百分比，但随着经济资本的加入，在随后的模型检验中，变化比例在其他因素中有所增加。
结论/启示：该研究提供了知识和实证证据，表明学业乐观主义和资本指标及其维度会影响学生的综合学习成果。本研究将帮助学校部门、政策制定者和课程规划者确保教育目标、理念和计划的规划能够反映完整的学习者，以便培养出能够在社会中产生变革的完整学习者。本研究提供了证据，表明学业投入和资本指标是学习者在三个学习领域学习成果的关键指标。学校强调学术、确保所有学校人员致力于教学以及赢得家长信任的能力对于提供足够支持以提高学生学习成果至关重要。该结果对政策制定以及营造能够促进公平、信任和动力的环境具有启示意义。
