The purpose of this study is to present a diagnostic evaluation tool that can more accurately determine the academic performance level in Korean language proficiency of foreign undergraduate students studying at domestic universities. The diagnostic evaluation diagnoses the academic Korean language proficiency of foreign undergraduates, and provides the diagnosis results to foreign undergraduates, professors, and university institutions so that teaching activities can be conducted efficiently. In this study, it was considered that the ‘Basic Academic Ability Diagnostic Test for the Korean Language Subject' was suitable as a test tool for diagnosing to diagnose the academic achievment of foreign undergraduates. This diagnostic test is a diagnostic tool designed for Korean students in Korea, and it not only continuously verifies its reliability and validity, but also includes background knowledge that Korean university students in Korea are basically acquiring. To prove that the 'Basic Academic Ability Diagnostic Test' is suitable as a diagnostic evaluation tool for foreign undergraduates, the correlation with the Korean language achievement evaluation was analyzed. The correlation between diagnostic evaluation and other items showed a significantly positive correlation. When the diagnostic evaluation score was good, the pre-test and post-test scores of Korean language proficiency, and the TOPIC level was also high. This result proves that the basic academic ability diagnostic test tool is very suitable as a diagnostic evaluation tool for foreign undergraduate students. Also, the analysis result of the pre- and post-tests and the TOPIK test showed a very significant and strong positive correlation with the post-test, and the higher the TOPIK grade, the higher the score of the pre‐test.

This paper reports a survey done that examined the relationship between the use of Facebook, WhatsApp, Twitter and Youtube on students’ academic performance in Osun State secondary schools. The study adopted the descriptive research design. The population of the study comprised all 7,767 teachers in Osun State secondary schools. The sample of 385 teachers was randomly selected. Two self-designed questionnaires were used. The data were analysed using Pearson Product Movement Correlation Statistics (PPMCS) at 0.05 level of significant. The findings showed that the use of Facebook (r = 0.692, df = 2071 & p<0.05), WhatsApp (r = 0.615, df = 2071 & p<0.05), Twitter (r = 0.542, df = 2071 & p<0.05), and Youtube (r = 0.461, df = 2071 & p<0.05) were significantly related to students’ academic performance of Osun State secondary schools. The study concluded that that the use of Facebook, WhatsApp, Twitter and Youtube among teachers and students had positive contributions to students’ academic performance of Osun State secondary schools. The findings implicate that the teachers and students in Osun State secondary schools and Nigeria at large should admire the use of social medial such as Facebook WhatsApp, Twitter and Youtube as an interactive forum for teaching-learning activities.

The study examined the impact of single parenthood on adolescents’ academic performance in secondary schools in Owode Local Government Area of Mowe, Ogun State, Nigeria. In this study, relevant and extensive literatures were reviewed under relevant sub-headings. The descriptive research survey was used to assess the respondents’ opinions using the questionnaire. In this study, 130 (one hundred and thirty) respondents were selected through simple random technique and used as samples to represent the population of the study. A total of three (3) null hypotheses were formulated and tested in this study. Also, the independent t-test statistical tool was used to test and analyse the null hypotheses at 0.05 level of significance. The three hypotheses were tested and accepted to have significant importance on adolescents’ academic performance.

This study investigated the relationship between class size and students’ participation on the academic performance of senior secondary school students in Nigeria. The population for this study comprised all the Senior Secondary school students in Mainland Local Government Area, Lagos State. The study adopted descriptive survey design and random sampling technique was used in arriving at the selection of two hundred and seventy (270) students and thirty (30) teachers among the population of senior secondary school students in Mainland Local Government Area in Lagos State, which formed the sample of this study. Specifically, students and teachers were randomly selected from six Senior Secondary schools in Mainland Local Government in Lagos State. Forty five (45) Senior Secondary school students and five (5) teachers were randomly sampled from each school. Two self- developed, structured and validated questionnaires (students’ questionnaire and teachers’ questionnaire) of 15 items for teachers’ questionnaire and 18 items for students’ questionnaire were used to collect information from the students and teachers after its validity and reliability were determined. The data collected were analyzed using mean, standard deviation, simple percentage while Pearson Product Moment Correlation Coefficient statistical tool was used for hypothesis testing at 0.05 levels of significance. The study revealed that: there is no significant relationship between class size and academic performance. There is significant difference between the students’ participation and their academics performance in secondary schools. There is no significance relationship between students’ perception of class size and the academic performance. There is no significance relationship between teachers’ perception of class size and the students’ academic performance.

본 연구는 한 국가의 다문화사회 친화적 교육과정 정책의 제도화가 민족․언어적 소수자 학생에게 실제로 긍정적 영향을 미치는지에 대해 실증적으로 탐색하는 데 그 목적이 있다. 이를 위한 하나의 시도로서 TIMSS 2011의 8학년 수학 자료를 분석하였고, 31개 국가 154,169명의 학생이 분석에 포함되었다. 각 국가 내 위계선형모형과 국가 간 회귀모형을 결합한 본 연구의 분석에 따르면, 다문화사회 친화적 교육과정 정책의 제도화 수준이 높은 국가일수록, 민족·언어적 소수자 학생의 학업흥미 및 성취도가 유의미하게 높은 경향성을 나타냈다. 이러한 결과는 전 세계적인 교육개혁의 흐름에서 그 중요성이 대두되고 있는 다문화사회 친화적 교육과정이 실제로 민족·언어적 소수자 학생의 학교생활에 일정부분 유의미한 긍정적 영향을 미칠 수 있음을 시사한다.