PSYCHOLOGICAL FACTORS AS PREDICTORS OF ACADEMIC PERFORMANCE AMONG SCHOOL-GOING ADOLESCENTS
Abstract
This study aims to comprehensively assess the influence of
school timetables and continuous assessment practices on the
academic performance of students in public secondary schools within
the Atiba Local Government. Recognizing the pivotal role these
educational components play, the research endeavors to provide a
nuanced understanding of their impact on student achievement. The
researcher utilize a mixed-methods approach, the research
incorporates both quantitative and qualitative analyses. Surveys and
interviews are conducted to gather data on student perceptions, while
academic records are examined to measure the correlation between
timetable structures, continuous assessment methods, and academic
outcomes. Preliminary findings indicate a significant relationship
between the organization of school timetables and student academic
performance. Additionally, the study explores how different modes of
continuous assessment impact students' motivation, learning progress,
and overall achievement. Insights derived from both timetables and
continuous assessment practices contribute to a holistic
understanding of their combined effects. The outcomes of this study
carry implications for educational policymakers, school
administrators, and teachers seeking to optimize learning
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