THE RELATIONSHIP BETWEEN INTELLECTUAL ACHIEVEMENT ORIENTATION AND ACADEMIC SUCCESS AMONG BIOLOGY STUDENTS (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
This study is designed to find out the relationship between intellectual achievement orientation and academic success among Biology students in College of Education, Ekiadolor-Benin. It is the purpose of this study to find out how intellectual achievement orientation of students help them to attain academic success. Students are usually at the end of the year moved to the upper class which is superior to the end. It proceeds on the best of his performance in the examination. Good teachers are always judge by the worth and the achievement of students.
Students in various schools come from diverse home background and environments. There are children of high ability with apparent ideal environment who fail to achieve what is expected of them. By what is expected it is meant a standard against which the child’s achievement is measured and this standard is of the level of innate ability of the child. When there is upward movement there is academic achievement by the students. The greater the understanding of the child of his various innate or inborn capacities and his potential capabilities, the better equipped will be, not only in teaching him but in estimating how much we can hope to achieve by our teaching. The first essential thing in all good teaching and classroom work is that the teacher understands the capabilities and background of his students.
Students’ capabilities to learn have been hinged on the concept of intelligence. Has been a great concept of significance in psychological theory and education practice. Intelligence according to James Elliot (1979) determines the child’s basic capacity to learn, while achievement deals with the acquiring of knowledge and skills resulting from teaching and learning. It is one basic fact that children or individuals driver fundamentally and so it is never possible to predict exactly how a human being will react to any given situation. If any one observes the people around and thinks of the motivation for their behaviour, one is also sure to be struck by the fact that every person varies or differs from time to time. This depends on what is being around. According to Hebbe (1949), there are two meaning of intelligence; ‘A’ represents the innate potentials the capacity for development, a fully innate property that amounts to the possession for good brain. The other intelligence ‘B’ is all round in everyday life at school or at work.
