Influence of Learning Skills on Students Academic Performance in Some Selected Senior Public Secondary Schools in Epe Local Government

The aim of this study was to assess learning skills and students’ academic performance in Government in secondary schools in Epe Local Government Area of Lagos State. The research design for the study was the survey method while the instrument used was a structured questionnaire. Data collected was analyzed using simple percentage. The finding of the study revealed that learning skills has influence on academic performance of students senior in public secondary schools. The study concluded that if all the recommendations are adhered to, students would improve on their academic performance
Research has shown that learning skills like critical thinking, problem solving, and communication are all positively correlated with academic performance. Students with strong learning skills are better able to understand and retain information.
The Implications of this research are important for improving academic performance in public secondary schools. First, it highlights the need for a greater focus on developing learning skills in schools. Second, it suggests that a variety of teaching methods and approaches may be necessary to develop these skills. Finally, it highlights the importance of assessing and measuring learning skills in order to understand their impact on academic performance. Some specific ways that schools can use this research to improve academic performance include incorporating more problem-based learning, incorporating more collaborative learning, and using assessment tools that measure learning skills. Additionally, professional development opportunities for teachers that focus on teaching and assessing learning skills could be the key aim of this review is to support current policy initiatives to develop learning skills in public secondary schools. One specific objective is to support one of the five core components of the development of personalized learning through ‘teaching and learning strategies that actively engage and challenge learners and develop their ability to focus on their learning skills and their capability to take ownership of their own progress’ (NCSL, 2005). This provides a clear focus on approaches which support metacognition and self-reflection as is made explicit in Key Stage 3 and Primary Strategy materials (e.g. DfES, 2005a, p 5; DfES, 2003, p 29). A second aim was to identify evidence from research which could inform practice. This is challenging as findings from research needed to be translated (Toth et al., 2000) rather than applied to different teaching and learning contexts. Our objective is therefore to develop an understanding not just of what works in terms of specific teaching approaches in specific contexts, but an understanding of why different approaches are successful in order to support teachers in making informed choices about what is likely to be effective in their own context.