Influence of mindset on academic achievement among NCE students of Federal College of Education, Gidan Madi, Sokoto State, Nigeria
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study investigated the influence of mindset on academic achievement among NCE students of Federal College of Education, Gidan Madi, Sokoto State, Nigeria. The study was guided by three objectives, which examined the prevalent dimensions of mindset among students, differences in academic achievement based on mindset dimensions, and differences in academic achievement between male and female students. An ex post facto research design was adopted for the study. The population comprised 528 NCE I and NCE II students enrolled during the 2024/2025 academic session, from which a sample of 217 students was selected using purposive and simple random sampling techniques. Data were collected using the Growth versus Fixed Mindset Assessment and students’ Grade Point Average (GPA) obtained from the College’s Examination and Records Unit. The mindset assessment had a pilot-test Cronbach’s alpha coefficient of 0.88, indicating satisfactory internal consistency. Frequency counts, percentages, and independent-samples t-tests were used for data analysis at the 0.05 level of significance. The findings revealed that growth mindset was more prevalent among the respondents, with 126 (58.1%) students classified as having a growth mindset and 91 (41.9%) having a fixed mindset. A statistically significant difference was found in academic achievement between students with fixed and growth mindsets, t(215) = -36.795, p < .001, with students having a growth mindset recording higher mean academic achievement. Similarly, a significant difference was found in academic achievement between female and male students, t(215) = 2.338, p = .020, with female students recording higher mean achievement. The study concluded that mindset orientation was significantly associated with academic achievement among the NCE students studied. It recommended that college management, lecturers, and counselling psychologists should implement growth-mindset development programmes, promote effective learning strategies, and provide equitable academic support to improve students’ academic achievement.
DOI: 10.64726/8xq52155
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7223408442