SELF CONCEPT AND MOTIVATION AS CORRELATES OF STUDENTS ACHIEVEMENT IN ECONOMICS IN OWERRI EDUCATIONAL ZONE I OF IMO, STATE.
Abstract
In this study, the researcher investigated students’ self-concept and motivation as correlates of their academic achievement in economics in Owerri Educational Zone I of Imo, State, Nigeria. To achieve purpose of the study, five research questions were asked and five corresponding hypotheses were tested to guide the study. The design of the study was correlational survey. The population of the study consists of all 8,633senior secondary school students (SS 2) who offer economics in Owerri Educational Zone 1 of Imo State. The sample size consists of 382 students from public secondary schools. The sample was drawn using proportionate random sampling technique, while Taro Yamen formular was used to determine the minimum sample size. Three instruments (questionnaires and achievement test) were used for data collection for this study. These instruments were validated by three research specialists. Reliability coefficients of 0.86 for Self-Concept Questionnaire (SCQ), and 0.87 for Students’ Academic Motivation Questionnaire (SAMQ) were obtained using Cronbach alpha analysis.The research questions were answered using simple and multiple linear statistics while t-test of significance of simple linear statisticsand F-test of the significance of the coefficient of multiple correlationwere used to test the hypotheses. The result found that there is a high, positive and significant extent of relationship between students’ self-concept and their achievement irrespective of gender in economics. The result revealed that there is a high, positive and significant extent of relationship between students’ academic motivation and their achievement irrespective of gender in economics in public senior secondary schools in Owerri Education Zone I of Imo State. Based on the findings of the study, it was recommended among others that teachers should use some teaching strategies that would boast students’ academic self-concept will in turn promote academic achievement in Economics. The students also should be ready at all times to think positively about themselves in order to improve their achievement in Economics.References
Admiral, W. (2014). E-Assessment of student-teachers’ competence as new teacher TOJET: The Turkesh online Journal of Education Technology. Vol. 13. Issue 4.
Akunya, L.I (2015). The methodology of Economics, Tonyben Publishers, Owerri, Nigeria.
Al Husaini, Y. N and Shukor, N. A., (2022). Factors Affecting Students’ Academic Performance: A review. Social Science Journal. Res Militaris, vol.12, n°6.
Alkış, N. (2015). The influence of personality traits, motivation and persuasion principles on academic performance (Unpublished Doctoral Dissertation). Middle East Technical University, Ankara.
Amaechi, C.E (2014) Complex areas in learning Economics Measures to improve Functional literacy in Imo State University, Owerri African Journal of Higher Education Studies and Development (AJHESD), 2 (3), 96 – 103.
Browne, D. (2014). Principals of language learning and language teaching. Englewood Cliffs, Prentice Hall.
Federal Republic of Nigeria (2014). National Policy of Education. Abuja: Federal Government Press.
Isiozor, G. N, & Amaechi, C. E, (2019). Effects of Scaffolding and Lecture instructional strategies on senior secondary school Students’ academic Achievement in Economics in Owerri Education Zone I of Imo State. Multidisciplinary Journal of Social Science Education. No. 2
Laryea, J.E., Saani, A. and Dawson-Brew, E., (2014). Influence of Students Self-Concept on Their Academic Performance in the Elmina Township. European Journal of Research and Reflection in Educational Sciences. Vol. 2 No. 4, ISSN 2056-5852
Madumere, E. O., (2021). Students’ self-concept and academic motivation as correlate of their achievement in Mathematics in South East Nigeria. An unpublished thesis submitted to the department of psychological foundations, faculty of Education Abia, State University, Uturu. In partial fulfillment of the requirement for the award of dortor of philosophy in educational psychology.
Nigerian Educational Research and Development Council NERDC, (2015). Senior secondary education curriculum: Religion and National Value, JSS 1-3 (Rev. ed.). Lagos, NERDC Printing Press.
Nigerian Educational Research and Development Council, (2008). Senior Secondary Education Curriculum Economics for SS 1-3. Abuja: The Author
Njoku, A. (2011). Microeconomics. Owerri: C.N. Ozyvic productions Nig.
Nmonwu, P. L., Amanze, C., Chukwu, I. and Obinna-Akakuru, A. U., (2018). Peer Learning Strategy and Students’ Academic Achievement in Economics in Imo State. Asian Journal of Economics, Business and Accounting. 6(2): 1-7, 2018; Article no.AJEBA.39490ISSN: 2456-639X
Obih, S.O.A. (2017). Relative effectiveness of the discovery, cooperative and inquiry teaching methods on student’s academic achievement in economics in senior secondary schools in Imo state. An unpublished doctoral thesis, department of curriculum and teacher education, faculty of education, Abia State University, Uturu, Nigeria.
Oguejiofor, C. N, Anyakaorah, D. C., Ekechukwu, L. E. and Ogbuanya, P. C., (2021). Factors Accountable for Poor Academic Achievement in Junior Secondary Schools in Enugu North Local Government Area. Academic Journal of Current ResearchVol.8 No. 7; ISSN (2343 – 403X).
Opara, O. V. (2014). Perceived impact of Divorce and Geographical separation of couples on bullying Behaviour of In-school Adolescents in Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies. 5: (2): 162-166.
Uchendu, I.N., (2022). Effects of blended and project teaching strategies on secondary school students’ achievement in economics in Owerri Education Zone I Imo State, Nigeria. An unpublished dissertation submitted to the department of social science education, faculty of education, Imo, state University, Owerri in partial fulfillment of the requirements for the award of master’s degree (M.Sc.ed) in Education Economics.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 JOURNAL OF SOCIAL SCIENCE EDUCATION (JOSSED)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.