Academic journal article Ife Psychologia

The Role of Locus of Control and Feedback on Performance of Primary School Students

Academic journal article Ife Psychologia

The Role of Locus of Control and Feedback on Performance of Primary School Students

Article excerpt

Abstract

This study examined Students' Locus of Control and Teacher Feedback using a 2x3 factorial to measure the performance of thirty-six (36) primary school students utilizing the two locus of control types and three levels of teacher feedback: no feedback, attributional feedback, and progressive feedback. No significant difference was found between the performances of students with the two types of locus of control (t=0.352, P>0.05). Also, no significant difference was found between the students who received attributional feedback and those who did not receive feedback (t=0.38, P>0.05). There was, however, a significant difference in the performance between the students who received progressive feedback and those who did not receive feedback (t=2.09, P<0.05). No significant interaction between the two variables (locus of control and feedback) was obtained (f=0.20, P>0.05). The results obtained from this study suggest that providing progressive feedback might enhance the performance of students. There is need for further studies on the interaction between locus of control and performance enhancement techniques through the use of feedback. Notwithstanding, progressive feedback can be applied to produce improvement in performance.

Introduction

The educational system has undergone several changes in line with historical periods of cultural and technological transformations. In agricultural societies, the educational system was geared towards teaching low-level skills. With industrialization, the educational system adapted itself to meet the manufacturing and heavy industrial needs of the time. The increasing complexities of technology, social systems, and the international economy that have come with the post-industrial era are placing their own demands on the educational system.

Many of the transactions that were previously manually operated and activities of everyday office life have become mechanized. We now make use of automated teller machines; computerized information-management systems play a huge role in running organizations; and many workers have been displaced by automation. In order to handle the complex organizational roles and demands of contemporary life of the information era, there is a need for communication and thinking skills, therefore the vital role education plays in our living a productive life cannot be over- emphasized.

Societies pay dearly for the educational neglect of their youths. School failure often foreshadows delinquency, substance abuse, teenage unwanted pregnancies, and heavy involvement in other high-risk behaviours that jeopardize the chances of having a productive and satisfying life. Intellectually deficient youths become occupationally disadvantaged adults with unstable means of livelihood. A nation with a poorly educated workforce is not able to compete in the global market, resulting in a decline in the quality of living. For a developing country like Nigeria, it is pertinent that education (in terms of improved techniques, institutions, etc) should be paramount on our minds.

It is believed that obtaining a good education is the key to success in the world. The question then is "what determines success in school or any other educational setting"? The process of performance and its improvement is a multifaceted one. An individual brings his experiences as well as his personality into the learning process and the teacher as coach must scale these factors if he/she is to obtain universal success.

In performance studies, the role personality plays in influencing performance has been of particular interest. Variables such as self-esteem and self- efficacy have been looked into extensively. However, another personality variable, which is severally overlooked, but which also plays a role in influencing performance is Locus of control.

Locus of control refers to a person's beliefs about control over life events. Individuals who perceive both positive and negative event outcomes as being contingent on their behavior are considered "internals. …

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