Influence of Self-concept and Self-efficacy on Academic Achievement in English Language Among Senior Secondary School Students in Oyo and Ogun States
Year: 2015
Type: article
Study design: Observational Study
Abstract: Academic achievement in English language of senior secondary school students has been a source of serious concern to many educators, parents, guardians, curriculum planners and researchers. This concern stems from the prevailing poor achievement recorded by students almost every year at the end of their secondary school programme. Considering the importance of this subject in the society and continuously poor performance of students in it, it becomes imperative that proactive steps need to be taken to address the situation. This study, therefore, investigated the influence of self-concept and self-efficacy on academic achievement in English Language among senior secondary school students with the hope of alleviating the problem. Descriptive survey research design was adopted. The sample consisted of three hundred participants drawn with simple random sampling technique from ten selected senior secondary schools with the mean age of 19years and a standard deviation of 5.21. Three valid and reliable instruments were used for data collection; Self-Concept Scale (SCS)(r =0.76), Self-Efficacy Scale (SES)(r =0.82) and English Language Achievement Test (ELAT)(r =0.81). The administration lasted five weeks, using correlation analysis and multiple regression, the results show that self- concept and self-efficacy jointly and relatively contributed to academic achievement in English language of the participants. On the strength of this, the need to enhance academic achievement in this subject through self-concept and self- efficacy was stressed and recommended.
Authors: Hammed Adeoye, Toyin Feyisetan
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2256745920