The relationship between students' performances on sciences with their perception of causes of academic achievement

Abstract

The purpose of this study was to assess the relationship between students’ performances on sciences with their perceptions of causes of academic achievement in order to determine whether student learning approaches in Biology are situationally (caused by external factors) or dispositionally caused by internal characteristics and to find out how student’s performances on sciences with their perceptions of causes of academic achievement accounts for students’ achievement of learning outcomes in Sciences. A qualitative approach was employed. The study results suggest that both self-control and locus of control might have an influence on internalizing and externalizing problems. Locus of control has a positive effect on academic performance especially if students are internally motivated towards their studies. The degree of task difficulty has an impact in student performance that is the more difficult the task the lower the performance and the simpler the task the higher the performance. Interactive learning focused approaches to teaching enhances student perceptions for particular subjects. In addition to that, Educational games (energizers) minimize distractions there by improving the quality of teaching and learning. Generally, boys have greater ability to perform in tasks than girls.