Learners’ causal attribution, sociability and academic performance of secondary school students in Cross River State, Nigeria

Abstract

The purpose of the study is to examine the relationship between learners’ causal attribution, sociability and academic performance of  secondary  school students in Cross River State, Nigeria. Two hypotheses were  formulated to guide the study. The design for the study  was Ex-post facto.  For data collection, two research instruments were used: Learners’ Characteristics Questionnaire (LCQ) and  Mathematics Achievement Test  (Mathematics Achievement Test). The reliability estimate using Cronbach  Alpha was .75 and .86  respectively. Data collected were analyzed using  simple regression analysis. The result of the analysis revealed that there  was a  significant relationship between Learners’ causal attribution, sociability and academic performance in Mathematics. Based on the  finding, it was recommended that curriculum activities should be designed to explain to students that the causes they attribute to their  success or  failure strongly influence their level of motivation, desire to learn and also  affect their performance and learning outcome.