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African Research Review by International Association of African Researchers and Reviewers is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
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Self-Concept and Secondary School Students’ Academic Achievement in Physics
Abstract
The purpose of this research was to investigate the influence of self concept
on physics students’ academic achievement in secondary schools. The study
was conducted in Uyo LGA of Akwa Ibom State in Nigeria. A sample size of
five hundred (500) senior secondary two physics students took part in the
investigation. Two researcher made instruments, Self-concept Questionnaire
(SQ) and Physics Achievement Test (PAT) were used in generating the data
for the study. The reliability of the instruments determined using Cronbach
Alpha were 0.77 for SQ and 0.72 for PAT. Two hypotheses were proposed to
guide the investigation and the data that accrued from the study were
analysed using independent t-test. The major findings of the study showed
that students with high self-concept achieved academically higher than those
with low self-concept. Gender showed no significant difference in academic
achievement of physics students with high self-concept. It was therefore
recommended that curriculum designers and implementation agents should
consider self-concept as a variable that enhances secondary students’
academic achievement.
on physics students’ academic achievement in secondary schools. The study
was conducted in Uyo LGA of Akwa Ibom State in Nigeria. A sample size of
five hundred (500) senior secondary two physics students took part in the
investigation. Two researcher made instruments, Self-concept Questionnaire
(SQ) and Physics Achievement Test (PAT) were used in generating the data
for the study. The reliability of the instruments determined using Cronbach
Alpha were 0.77 for SQ and 0.72 for PAT. Two hypotheses were proposed to
guide the investigation and the data that accrued from the study were
analysed using independent t-test. The major findings of the study showed
that students with high self-concept achieved academically higher than those
with low self-concept. Gender showed no significant difference in academic
achievement of physics students with high self-concept. It was therefore
recommended that curriculum designers and implementation agents should
consider self-concept as a variable that enhances secondary students’
academic achievement.
