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Abstract
This study investigated the relationship between intellectual achievement orientation and academic success among biology students in the University of Benin. The primary
objective was to examine how a student’s tendency to set challenging academic goals, persist in learning tasks, and remain motivated toward intellectual growth correlates with their Cumulative Grade Point Average (CGPA). To achieve the objectives of this study, four research questions were raised, and two null hypotheses were formulated and tested at the 0.05 level of significance. The study adopted a correlational survey research design. The population comprised biology education students, from which a sample size of 100 respondents was selected using the Yamane sampling formula. A Validated structured questionnaire, consisting of an Intellectual Achievement Orientation Scale and an Academic Success section, was utilized for data collection, while its reliability was established through a pilot test using the Cronbach’s Alpha method. The data obtained were analyzed using descriptive statistics, Pearson Product Moment Correlation Coefficient (PPMC), and independent samples t-test. The findings revealed that biology students generally demonstrated moderate to high
levels of intellectual achievement orientation. The results further indicated a positive and significant relationship between intellectual achievement orientation and academic
success, alongside a significant difference in performance between students with high versus low intellectual achievement orientation. Based on these findings, it was concluded that dispositional factors play a vital role in academic outcomes. Consequently, it is recommended that lecturers adopt teaching strategies that foster persistence and intrinsic motivation, and that school administrators develop programs to promote positive achievement beliefs among students.
objective was to examine how a student’s tendency to set challenging academic goals, persist in learning tasks, and remain motivated toward intellectual growth correlates with their Cumulative Grade Point Average (CGPA). To achieve the objectives of this study, four research questions were raised, and two null hypotheses were formulated and tested at the 0.05 level of significance. The study adopted a correlational survey research design. The population comprised biology education students, from which a sample size of 100 respondents was selected using the Yamane sampling formula. A Validated structured questionnaire, consisting of an Intellectual Achievement Orientation Scale and an Academic Success section, was utilized for data collection, while its reliability was established through a pilot test using the Cronbach’s Alpha method. The data obtained were analyzed using descriptive statistics, Pearson Product Moment Correlation Coefficient (PPMC), and independent samples t-test. The findings revealed that biology students generally demonstrated moderate to high
levels of intellectual achievement orientation. The results further indicated a positive and significant relationship between intellectual achievement orientation and academic
success, alongside a significant difference in performance between students with high versus low intellectual achievement orientation. Based on these findings, it was concluded that dispositional factors play a vital role in academic outcomes. Consequently, it is recommended that lecturers adopt teaching strategies that foster persistence and intrinsic motivation, and that school administrators develop programs to promote positive achievement beliefs among students.
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