Correlation Between Attitude and Socio-Economic Status of Students’ Performance in Computer Science
Science Journal of Education
Volume 3, Issue 4, August 2015, Pages: 75-77
Received: Jul. 16, 2015; Accepted: Jul. 21, 2015; Published: Jul. 31, 2015
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Authors
Edosomwan Joseph Henry, Department of Computer Science, College of Education, Benin City, Edo State, Nigeria
Edosomwan Taiwo Olukemi, Department of Computer Science, College of Education, Benin City, Edo State, Nigeria
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Abstract
This research study examined a dependent relationship between students’ attitude and socio-economic status performance in computer science. For the purpose of this work, 200 Junior and Secondary School students in Oredo, Egor, Ikpoba-Okha and Ovia North East Local Government Area of Edo State, Nigeria were investigated. The instruments for the data collection were students’ socio-economic status questionnaire, students’ attitude using computing scale and computer science performance test. A research questionnaire (Fraser’s 1981) was used to collect data. The reliability of each instrument was determined using test-retest method at two weeks interval. The result shows that the reliability coefficients for students’ socioeconomic status questionnaire, students’ attitudes to computer science scale and computer science performance test were 0.82, 0.93 and 0.81 respectively. Three null hypotheses were used to test the relationship between students’ socio-economic status, attitudes to computer science and their performance in computer science. The investigation lasted for 28 days. All the null hypotheses were rejected at 0.05 levels, this reveals that there s a dependent relationship existing between students socio-economic status, students attitudes to computer science and performance in computer science.
Keywords
Attitude, Correlation, Performance, Socio-Economic, Test-Retest
To cite this article
Edosomwan Joseph Henry, Edosomwan Taiwo Olukemi, Correlation Between Attitude and Socio-Economic Status of Students’ Performance in Computer Science, Science Journal of Education. Vol. 3, No. 4, 2015, pp. 75-77. doi: 10.11648/j.sjedu.20150304.11
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