scholarly journals Self-Concept, Self-Efficacy and Self Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State

2021 ◽  
Vol 4 (2) ◽  
pp. 65-74
Author(s):  
Margaret Ose Asika
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Edo State

This study examined Self-Concept, Self-Efficacy, and Self-Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State. The main purpose of the study is to determine the relationship between self-concept and academic performance in mathematics of Junior Secondary School students in Edo state. The study adopted the correlation research design. A sample of 3,639 was drawn from a population of 36,615 junior students in Edo state. The data generated for the study were obtained through a self designed questionnaire. Pearson Product Moment Correlation and Multiple Regression were used to analysed the data collected. The result obtained revealed the following: there was a positive relationship between self-concept and academic performance in mathematics among junior secondary school students, there was also a negative relationship between self-efficacy and academic performance in mathematics among junior secondary school students in Edo state. The study thus concluded that self-concept and self-efficacy are not only significantly related to academic performance, they significantly predict academic performance of students. It was therefore recommended that adequate and sufficient attention must be given to sustain the development of positive self-concept and self-efficacy of students in the school system, while deliberate efforts should be made to build up the self-esteem of the students and Teachers should be offered professional guidance by educational authorities on these self-constructs in students as an avenue to improve on students’ academic performance.

scholarly journals Self-Concept, Self-Efficacy and Self Esteem As Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State

2021 ◽  
pp. 15-22
Author(s):  
Margaret Ose Asika
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Edo State

This study examined Self-Concept, Self-Efficacy, and Self-Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State. The main purpose of the study is to determine the relationship between self-concept and academic performance in mathematics of Junior Secondary School students in Edo state. The study adopted the correlation research design. A sample of 3,639 was drawn from a population of 36,615 junior students in Edo state. The data generated for the study were obtained through a self designed questionnaire. Pearson Product Moment Correlation and Multiple Regression were used to analysed the data collected. The result obtained revealed the following: there was a positive relationship between self-concept and academic performance in mathematics among junior secondary school students, there was also a negative relationship between self-efficacy and academic performance in mathematics among junior secondary school students in Edo state. The study thus concluded that self-concept and self-efficacy are not only significantly related to academic performance, they significantly predict academic performance of students. It was therefore recommended that adequate and sufficient attention must be given to sustain the development of positive self-concept and self-efficacy of students in the school system, while deliberate efforts should be made to build up the self-esteem of the students and Teachers should be offered professional guidance by educational authorities on these self-constructs in students as an avenue to improve on students’ academic performance.

A Survey of the Level of Junior Secondary School Students′ Use of Listening Comprehension Strategies in Oredo Local Government Area of Edo State

2017 ◽  
Vol 7 (2) ◽  
pp. 103-110
Author(s):  
Omawumi Doreen Osa-Omoregie ◽  
Roselyn Jummai Musa
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Listening Comprehension ◽  
Secondary School Students ◽  
Local Government Area ◽  
Comprehension Strategies ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Edo State

Abstract The purpose of this study was to find out the level of the listening comprehension strategies that junior secondary school students in Oredo Local Government Area of Edo State use in learning English Language. From a population of six thousand five hundred and thirty four (6534) Junior Secondary 3 students in public schools, a total of six hundred and sixty two (662) students constituted the sample size drawn through the stratified sampling and simple random techniques from six (6) sampled schools. Two instruments titled Listening Comprehension Proficiency Test (LCPT), developed by TOEFL and Listening Comprehension Strategy Questionnaire (LCSQ) adopted from Oxford (1990) Strategy Inventory for Language Learning (SILL) were used to collect the data for the study. The data collected were analysed using descriptive statistics (mean and standard deviation). Results indicated that among the six strategy categories, Metacognitive (M=2.16, SD= .46), had the highest mean, followed by the Cognitive (M=1.97, SD= .34), Compensation (M=1.97, SD=.46), Social (M=1.95, SD=.47) and Memory (M=1.89, SD=.41). Affective (M=1.84, SD=.43) had the lowest mean. On the average, all the variables put together the findings from research question 2 indicates that the subjects had a mean score of 1.96 which is lower than the theoretical mean of 2.0. This indicates that students′ use of listening strategies is low. As a result, the study proposed that learners should be exposed to listening strategy instruction.

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