Prince Hikouatcha, Alain Gilles Tagne Foka, Carine Laguarta Tindang Kountelejouo, Hervé Mboyou Mfokue
Does culture empower inclusive finance? Empirical investigation into small business in Cameroon
Heliyon
studies carried previously learning outcomes focused mainly students cognitive domain identifying factors predicted learners assessments school largely dependent score obtained specific subjects learner efforts address domains instruction affective psychomotor domains minimal absent regard variables selected study study therefore sought address gap finding relative composite contribution academic optimism capital indicators learning outcomes students study adopted correlational design multistage sampling technique select total 534 senior secondary class ii students two research instruments academic optimism capital indicators scale aocis learning outcomes scale los used data collection exploratory confirmatory factors analysis used assess dimensionality items factor structure scales psychometric properties obtained scale adequate instrument adjudged valid reliablethe collected data analysed using hierarchical regression approach hra findings study revealed academic emphasis collective efficacy faculty trust social capital economic capital cultural capital relatively jointly predict overall learning outcomes cognitive affective psychomotor construct result showed increased proportion variance addition predictor model social capital reduced percentage change initial time addition economic capital proportion change increased among others subsequent model examination implication study provides knowledge empirical evidence academic optimism capital indicators dimensions affect composite learning outcomes among students study help school ministries policymakers curriculum planners make sure educational objectives philosophies programmes planned reflect total learner order produce total learner effect changes society study provided evidence academic inputs capital indicators crucial indices learning outcomes three area learning ability school emphasise academics ensure school agents committed instructional delivery gain trust parents crucial adequate support enhance students learning outcomes outcome implication policy development providing climate stimulate equity trust motivation