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VOL. 9, ISSUE 2 (2024)
Structural equation modeling of students spatial ability, scholastic aptitude and test-taking skill on academic achievement in geography in Delta state
Authors
Goodluck Erutujiro, N P M Esonomu
Abstract
The academic achievement of students in Geography in Delta State has
been on the decline. The study examined the structural equation modeling of
spatial ability, scholastic aptitude and test-taking skill on students’
academic achievement in Geography in Delta State. Six research questions and
two hypotheses tested at .05 level of significance were raised to guide the
study. The design of the study was causal correlation. The population size was
3,871 SS two students from public secondary schools in Delta State. A sample size
of 1,300 students were selected through multi-stage sampling procedure. Data
were collected using the following adopted instruments; Test Taking Skill
Inventory by Dooden 2008, Scholastic Aptitude Test by DekaKaushik 2021, and
Geography Spatial Ability Test by Erutujiro and Esomonu (2023). The reliability
of the three instruments were re-established using Cronbach Alpha and
Kuder-Richardson 20. A value of .87, 85 and .88 respectively were found forTest
Taking Skill Inventory, Scholastic Aptitude Test and Geography Spatial Ability
Test. Students’ academic achievement scores in Geography were collected using
proforma. The data were analysed using partial least square algorithm with
SmartPLS version 4. Research questions were answered using standardized regression
weight, adjusted R square and percentage, while hypotheses were tested using
t-test standardized regression weight, t-test ofadjusted R square and bias
corrected confidence interval at .05 level of significance. The researcher
found out that the most meaningful causal model involving scholastic aptitude,
spatial ability, test-taking skill and students’ academic achievement in
Geography in Delta State consist of five paths ways that are significant and
meaningful. Scholastic aptitude, spatial ability and test-taking skill have
significantdirect positive effect on students’ academic achievement in
Geography. In term of indirect effect, test-taking skill has significant
positive indirect effect on students’ academic achievement in Geography. Based
on the findings, it was recommended that Geography teachers should place
emphasis on test-taking skill and spatial ability when teaching Geography in
the classroom among others.
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Pages:34-41
How to cite this article:
Goodluck Erutujiro, N P M Esonomu "Structural equation modeling of students spatial ability, scholastic aptitude and test-taking skill on academic achievement in geography in Delta state". International Journal of Advanced Education and Research, Vol 9, Issue 2, 2024, Pages 34-41
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