UNDERGRADUATE STUDENTS ATTRIBUTIONS ON THEIR GNS 101 CBT PERFORMANCE (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
Background to study
The General Study Programme was introduced by National University Commission in order to provide students with requisite versatility through the teaching of courses that provide general knowledge to prospective graduates. One of such studies is GS 101, otherwise known as the Use of English (Part One and Part Two).
GS 101 was necessitated due to employers’ hues and cries about the language usage ineptitude displayed by graduates at their respective place of work.
Due to the importance attached to GS 101, which must be sat for and passed in order to qualify for graduation, a lot of anxiety is often generated in students prior to and during examination.
The academic achievements of the students are believed to be greatly influenced by the probability and causes of their success and failure (Basturk&Yavuz, 2010). Banks &Woolfson (2008) further explain that, attributions can have a significant effect on academic achievement of students especially with those experiencing learning difficulties thus, these students will more likely to display negative attributions than their peers. Mahboudi (1999) suggested that “Causal Attribution” is being one of the motivation theories manipulating the realization of decisions. In this process, the individuals try to decide on the causal factors of an event or consequence. This individual’s response to a certain event is dependent on their interpretation of that event. He added also that, facilitating events prediction and control, the attributions explain the sensations, attitudes and behaviours and not only affect emotions but also manipulate individual’s function.
Rania et al. (2014) emphasized that the academic performance of the students can be influenced through ecological perspective, interpersonal relationship of social contexts and environmental conditions. Rania further added that according to ecological model the students’ degree programme or a different year level can affect academic performance, wellbeing, self-esteem and perceived climate.
