Interest in Extra Curricular Activities and Self Efficacy of Senior Secondary School Students in Cross River State, Nigeria
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The main purpose of the study was to find out if interest in extra-curricular activities has any influence on self-efficacy with reference to social self-efficacy, academic self-efficacy, language self-efficacy and moral self-efficacy. The ex-post facto design was adopted for the study. A sample of 1,586 students was randomly selected from the public secondary schools in Cross River State for the study. A questionnaire titled “Interest in Extra Curricular Activity and Self-Efficacy (IECASEQ) was the instrument used for data collection. The face validity of the instrument was determined by two experts in test and measurement and two in educational psychology. The reliability of the instrument was determined using Cronbach Alpha reliability method. The data collected were analysed using descriptive statistics. The results revealed that interest in co-curricular activities significantly influenced social self-efficacy, academic self-efficacy, language self-efficacy, moral self-efficacy and overall self-efficacy. Based on the findings of this study, it was recommended among others that teacher and school administrators should create opportunities for students to travel for excursions, and not see involvement in co-curricular activities as a distraction to students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it