Influence of Psychosocial Factors on Student's Academic Performance in One of Nigerian Colleges of Education (original) (raw)
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The need of monitoring both students and lecturers academic performance has drawn the attention of many researchers around the globe. In recent time, studies have shown that learning outcome have predicted by many psychological factors as such, the study examine some psychological factors as predictors of students" academic performance in some selected Polytechnics in North Eastern Nigeria. Quantitative approach with correlational research design were used in the study. A sample of 416 respondents were selected through stratified and simple random sampling techniques and questionnaire was used as instrument of data collection. Interdependence theory had been adopted as theoretical framework for the study. The results revealed that not all the predicting psychological factors (students" attitude towards lecturers, studentslecturer interaction and academic self-efficacy) are contributing to academic performance. But only students" attitudes towards lecturers and student"-lecturer interaction are the two main independent variables that predict academic performance. Furthermore, based on the stepwise multiple regression analysis attitude appeared as the strongest predictor of student academic performance with 86.3% of variance (R 2 = 0.863) towards students" academic performance for the total of 416 respondents in this study. Therefore, it can be concluded that only academic selfefficacy could not predict academic performance. Based on the findings of this study, it is recommended that future research on psychological factors should adopt qualitative or mixed method approach in order to have an in depth and comprehensive understanding of factors that are related to student academic performance in Nigerian Polytechnics, since the present study adopted quantitative method.
The study examined the influence of psychosocial factors on students' academic achievement in some selected universities in Nigeria. Poor students' academic performance in both public and private institutions is gaining the attention of many researchers around the globe in the field of teaching and learning process (Muzenda, 2018). The researchers employed quantitative approach with correlational research design. Both descriptive and inferential statistics were utilized. The population of the study was 131,402. Krejcie& Morgan (1970) sample size determination table was used and 384 was collected as sampled. Simple random sampling technique was also applied in obtaining the data from the respondents. The findings revealed that there is positive and significant relationship between motivation(r=.416, p< 0.01), academic self-efficacy (r=.324, p<0.01), social control(r=.409, p<0.01) and self-regulation(r=.376, p<0.01) and students' academic achievement. However, motivation (R 2 =0.713) appeared to be strongest variable that can predict students' academic achievement. Therefore, based on the findings, it is recommended that since motivation is the strongest factor that influence students' academic achievement. Thus, it should be responsible of Nigerian Ministry of Education to be organizing workshops and seminars to the universities management, students and parents on importance of students' motivation and supports where social psychologists, educational psychologists and other experts in humanities will be delivering lectures on students' motivation in academic learning for better students' academic achievement. Finally, policy makers should create rules and awareness through sensitization that will oriented the students' in dedication, commitment and perseverance in school toward achieving better academic performance
Educational Research Review, 2014
Educational stakeholders have continued to express concerns over the poor academic performance of Nigerian students at virtually all levels of academic engagements. This paper investigated personal factors as predictors of students' academic performance in the SouthWestern Nigeria. The study employed the ex post facto design using a survey design and a multiple regression model. The samples used for the study consisted of 1,100 (200 and 300) National Certificate of Education (NCE) students in Federal, State and Private NCE-awarding institutions in South Western Nigeria, using stratified sampling techniques. The validated research instruments used for the study had the following psychometric properties: Cronbach alpha (α) [0.79 (students) and 0.73 (lecturers); Guttman split-half 0.78 (students) and 0.71 (lecturers; and Spearman-Brown equal length results were 0.69 (students) and 0.70 (lecturers)]. The study found that a number of personal factors like students' interests, home environment, parental support and study habits were significant predictors of students' academic achievement in the Colleges of Education sampled. On the other hand, students' perception of course and self-concept were not found to be significant predictors of academic achievement. The study proffered a number of recommendations to improve the quality of educational policy outcomes geared towards improving students' educational performance and hence enhance the achievement of national economic goals.
Students’ Self-Efficacy and Self-Rating Scores as Predictors of Their Academic Achievement
Journal of Educational and Social Research
This study set out to establish the predictive power of students' self-efficacy and self-rating scores on undergraduate students' academic achievement in a Psychology course (psychology of Learning). The correlational research design was adopted and all the 133 sophomores in the Continuing Education Programme (CEP) of the Nnamdi Azikiwe University, Awka, Nigeria who registered the course were sampled for the study. The instruments used were a domain-specific self-efficacy questionnaire and a semester examination developed by the researchers. The regression analysis showed that self-efficacy and self-rating did not combine to predict students' achievement; however, considering their relative contribution, students' self-rating scores predicted their academic performance more than their self-efficacy. Furthermore, students' self-efficacy and self-rating scores were related, but only students' self-rating scores were related to their academic achievement. It was concluded that large selfefficacy is not enough to counter limited knowledge and competence.
This research was conducted to investigate the influence of psycho-social variables on students' academic performance, using150 respondents from five secondary schools in Lagos Metropolis. Questionnaires were used to obtained information from the respondents while Pearson Product Moment Correlation Statistics (PPMC) served as the major tool of data analysis. While the results found that Psycho-Social variables did not show a significant correlation on students' academic performance. Also, the results revealed that there is no significant relationship between psycho social variables and academic performance but it exists between them. Lastly, the study indicated a significant correlation exists between students' self-efficacy and their self-concept. Based on the findings, some recommendations were made.
Zenodo (CERN European Organization for Nuclear Research), 2022
The purpose of the study was to examine the predictability of personality trait and self-efficacy on academic achievement of learners, focusing on Junior High Schools (JHS) at Ho Municipality of the Volta Region of Ghana. The descriptive survey design was employed for the study. The study population was all learners in the 132 JHSs in the Municipality numbering 11,887. The sampling frame was 3,789 JHS three learners. However, the simple random sampling technique was used to select 390 JHS three learners for the study. Questionnaire with a reliability coefficient of 0.85 was the instrument used to collect the data. The completed returned copies of the questionnaire were 378, representing 96.9 percent response rate. The data were analysed using Pearson Product Moment correlation and linear multiple regression analysis. The study revealed that both personality trait and self-efficacy have significant and positive relationship with learners' academic achievement. The study further found out that both personality trait and self-efficacy are predictors of learners' academic achievement, especially, extrovert and neurotic personality trait. The study recommends that parents, headteachers and teachers in basic schools should help learners to develop and maintain positive personality trait and self-efficacy for enhancement of academic work in school. Also, they should promote attractive learning climate that will help in building children's confident level which will in turn boost their chances of developing positive traits and high level of self-efficacy.
Relationship between Academic Self-efficacy Believed of College Students and Academic Performance
IOSR Journal of Humanities and Social Science, 2017
This paper investigate the levels of students' academic self-efficacy beliefs and relationship between academic self-efficacy with students' academic performance among final year students' in one of Nigerian Colleges of education. Questionnaire was used as the means of data collection. A total sample of 339 respondents who were stratified and randomly selected from five faculties of the College participated in the research. The respondents were between the age of 19 to 34 years old with mean age equals 23.19 (SD= 2.64). The findings revealed that, 80.82% of the respondents have higher levels of academic self-efficacy in the College. Also positive and significant relationship between academic self-efficacy beliefs with students' academic performance (r=0.342, p<0.01) were recorded. Therefore, it is recommended that students' should be exposing to the kind of self-efficacy intervention program in order for the students' to be having a kind of confidence to feel that, they can really perform well and deal with all academic related task positively, which in turn improve academic achievement of students' positively.
Asian Journal of Advances in Research, 2022
Academic performance is the quest of every student. This study explored academic motivation and academic self-efficacy as determinants of academic performance of secondary school students in Anambra State. The study adopted a correlation research design and was guided by three research questions and three null hypotheses tested at the 0.05 level of significance. The population of the study comprised 19,742 senior secondary class two (SS2) students from which a sample size of 1,250 was drawn through a convenient sampling technique. Three instruments were used for the study titled: Academic Motivation Questionnaire (AMQ), Academic Self-Efficacy Questionnaire (ASEQ) and Academic Performance Questionnaire (APQ) and validated by three experts in the field of Educational Psychology. The Cronbach Alpha method was adopted in determining the reliability of the instruments and they yielded alpha coefficients of 0.77, 0.74 and 0.67 for AMQ, ASEQ and APQ respectively. Data collected were analyzed using simple correlation for answering research questions and simple regression analyses for testing the null hypotheses. Findings indicated that both academic motivation and academic self-efficacy have a low and positive relationship with academic performance. It further showed that academic motivation and academic self-efficacy jointly contributed positively to the academic performance of secondary school students in Anambra State, Nigeria. Based on the findings of the study, it was recommended among others that teachers and parents should continue to inspire, encourage and motivate the students for better academic performance.
International Journal of Innovative Approaches in Education
This study examined the teacher's self-efficacy, motivation and academic performance of senior secondary school students in Damaturu, Metropolis, Yobe State Nigeria. Two research hypotheses were raised and tasted. The study adopted a correlation research design. The study has the total population of 2,998 teachers spread across the 9 secondary schools in Damaturu Metropolis. A sample of 250 teachers were selected from six (6) senior secondary Schools in Damaturu Metropolis by using multistage sampling techniques. The study used two instruments for data collection: The teachers' sense of efficacy scale and Students' termly academic results. The internal consistency of the items was established to be 0.94 using Cronbach Alpha Statistical Method. Data Collected were analyzed using Pearson Product Moment Correlation at <0.05 level of significance. The results of the study indicated that, teachers' self-efficacy was found to have significant positive influence on academic performance of students. Similarly, teachers' motivation is significantly related with students' academic performance of students. The researchers concluded that proper training and work on motivation of the teachers towards the teaching should be improved. As such, the study recommended that, government should enhance professional training for teachers' welfare and teachers' educational programmes to develop a sense self-efficacy and motivation for teachers.
Lecturer/ Students Relationship and Student Academic Performance: A Study of Kogi State University
GLOBAL JOURNAL OF APPLIED, MANAGEMENT AND SOCIAL SCIENCES, 2015
The rate of poor academic performance among students in Nigeria tertiary institutions is continually on the increase, with its attendant effects on the educational sector in the country. This study therefore examined the effect of lecturer-student relationship as a factor for improving student's academic performance intertiary institutions.The main objective of this study is to assess the perception of students towards lecturer-student relationship and its impact on their academic performance. To achieve this, a descriptive survey design method was used, the questionnaire method of data collection was explored with the sample size of112 respondents, and the data gathered was analyzed using simple frequency and percentage method. The study found out that there is a significant relationship between lecturers and student relationship on improving student's academic performance.Recommendations such as change in the negative perception of students towards lecturers, creating curr...