INFLUENCE OF ACADEMIC SELF-EFFICACY ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN EDO NORTH SENATORIAL DISTRICT
Keywords:
Academic achievement, Academic self-efficacy, Self-efficacy, Senior-One senttuds, Edo North Senatorial District.Abstract
The study examined the influence of academic self-efficacy on academic achievement of senior secondary school students in Edo North Senatorial District. A Correlational survey research was adopted for the study. The population of the study consists of 5,935 students in senior secondary school-one (SSS-One) from 107 public secondary schools in Edo North Senatorial District. The multi-stage sampling technique was used to select 362 SSS-one students as the respondents for the study. A questionnaire titled: Academic Self-Efficacy Questionnaire (ASEQ) and students’ academic performance schedule was used to collate the JSSCE results of the sampled students. To establish the content validity, the instrument was given to three experts, two in counseling psychology and in measurement and evaluation who ensured that the items in the questionnaire was clear and unambiguous. A reliability coefficient of 0.77 was obtained through the use of Cronbach’s alpha, which was considered adequate for data collection. This was considered high enough for the study. The authors administered the questionnaire on students sampled through the help of two trained research assistants. The research question was analyzed using mean ( ) and standard deviation (SD). The Research hypothesis formulated was tested using Pearson Product Moment Correlation Coefficient (PPMCC). The result revealed that academic self-efficacy has higher level of influence on the academic achievement of senior secondary school-one students in Edo North Senatorial District. The result also revealed that there was a significant relationship between academic self-efficacy and academic achievement of students in senior secondary schools in Edo North Senatorial District. Based on these findings, the authors recommended that school authorities should endeavour to identify students with poor academic self-efficacy and provide them with an intervention plan in order to improve on their academic achievement.
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