Performance of Senior Secondary School Student in English Language as Correlate of Academic Performance in General Subjects

Adekola, B.; Shoaga, Opeyemi; Lawal, Fatima

doi:10.9734/bjesbs/2015/15562

Cited by 5 publications

(2 citation statements)

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“…The design for this study was the correlation survey research design. According to [15], "a correlational research design seeks to establish relationship between two or more variables as well as indicates the direction and magnitude of the relationship between the variables". Correlational survey design is more suitable for this study because it seeks to observe the values of variables such as academic interest, and selfesteem in order to examine the relationship existing between these variables under study and secondary school students' academic achievement.…”

Section: Methodsmentioning

confidence: 99%

Academic Interest and Self-esteem as Correlates of Secondary School Students’ Academic Achievement in English Language in Nigeria

Akuezuilo¹,

Mbachu

Akunne

2022

AIR

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Aims: This study examined academic interest and self-esteem as correlates of secondary school students’ academic achievement in English language in Nigeria. Study Design: Correlational survey Place and Duration of Study: Anambra State, Nigeria, conducted between December 2021 and March 2022. Method: The accessible population for this study comprises 18,297 senior secondary school two SS2 students from 261 secondary schools situated in the six education zones in Anambra state, the sampling technique adopted was the proportionate stratified random sampling technique. This was use to select 2,160 SS 2 students. The instruments adopted for data collection are: students’ academic interest scale, self-esteem scale and students’ academic achievement scores in English language. Pearson Product Moment Correlation and Multiple Regression Analysis were statistical tools adopted for data analysis. Results: Table 1, 2 and 3 revealed a moderate positive relationship between secondary school students’ academic interest, self-esteem jointly with their academic achievement in English language. Similarly, hypothesis in Table 4, 5 and 6 reports that at 0.05 level of significance and 2158df, the t-test statistic value 15.95 with a Pvalue of 0.00 is less than 0.05, hence the second hypotheses is rejected. This implies that the relationship existing between self-esteem and academic achievement of secondary school students in English language in Anambra State is significant. Furthermore, at 0.05 level of significance 3df numerator and 2045df denominator, the F statistics value 314.12, with Pvalue of 0.00 is less than 0.05, the third null hypothesis is rejected. This goes to show that the relationship existing among secondary school students’ academic interest and self-esteem jointly with academic achievement in English language is significant. Conclusion: This study concludes that the joint relationship existing among academic interest, self-esteem jointly with the academic achievement of secondary school students in English language was reported to be moderate and also positive. This implies that the coefficient was close to 1.00 (perfect relationship). Justifying this, it could be likened to the fact that students only spend 45 to 90 minutes per day in school with each teacher, so it is nearly impossible for them to unconsciously transmit all of the knowledge they need to get to them within that time frame. So therefore, there is need for parents as well to fulfil their first job, which is to be a teacher to their children. In the same vein, the relationship existing among secondary school students’ academic interest and self-esteem jointly with academic achievement in English language is statistically significant.

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Section: Methodsmentioning

confidence: 99%

Academic Interest and Self-esteem as Correlates of Secondary School Students’ Academic Achievement in English Language in Nigeria

Akuezuilo¹,

Mbachu

Akunne

2022

AIR

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“…As one of the core subjects, it is naturally expected that the level of attainment of the students in English language will be evident in their performance in other subject areas. Due to this, failure in English language automatically invalidates grades obtained in other subjects no matter how high the grades are [2]. However, the attitude of secondary school students towards English language is unpredictable, this has further led to low academic achievement in this subject as been recorded amongst secondary schools in some part of the world.…”

Section: Introductionmentioning

confidence: 99%

Locus of Control and Self Esteem as Correlates of Secondary School Students Academic Achievement in English Language in Anambra State

Akunne

Anyamene

2021

AJARR

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Aims: The failure rate in English language subjects as consistently been recorded in major examinations in the country makes it a worrisome situation. This is such that the schools are gradually losing its reputation which could likely result in loss of confidence in the students. Hence, this study aims at determining the relationship among locus of control, self-esteem and secondary school students’ academic achievement in English language. Study Design: The study adopted the correlation design. Place and Duration of Study: 920 senior secondary school II students from Anambra State of Nigeria, between August 2019 and January 2021. Methodology: This study on locus of control and self-esteem as correlates of secondary school students academic achievement adopted the correlational research design, a correlational research design seeks to establish relationship between two or more variables as well as indicates the direction and magnitude of the relationship between the variables The sample for the study was 920 senior secondary schools students drawn using the multi-stage sampling technique. Locus of control scale developed by Asthon Trice, revalidated by Osuji and Self-Esteem scale developed by Dr Morris Rosenberg were used in data collection. Pearson product moment correlation coefficient (r) was used in answering the research questions while t-test for correlation analysis and multiple regression analysis were used in testing the null hypothesis. Results: There is a moderate positive correlation between locus of control and academic achievement of secondary school students in English language (r = .469, n = 920), there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language (r = .602, n = 920). The hypotheses tested show that that the t-calculated value is greater than the t-critical value at 0.05 level of significance. Hence, the null hypothesis is rejected. This shows that the relationship between locus of control and academic achievement of secondary school students in English language is statistically significant (t-cal. = 24.03, t-crit. = 1.960), that the t-calculated value is greater than the t-critical value at 0.05 level of significance hence the null hypothesis is rejected. This shows that the relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant (t-cal. = 34.11, t-crit. = 1.960). At 0.05 level of significance, locus of control and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. Conclusion: There is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. There is a significant relationship between self-esteem and academic achievement of secondary school students in English language. Furthermore, there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. The relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant. Locus of control, and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. This implies that there is need for schools to initiate and implement procedures in order to help improve the quality and consistency in the outcome of academic achievement of students in English language which is a core subject at the secondary education level.

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Use of Suggestopedia to Improve Students’ Listening Skill in English Language

Mustapha¹

2018

JELT

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Performance of Senior Secondary School Student in English Language as Correlate of Academic Performance in General Subjects

Cited by 5 publications

References 0 publications

Academic Interest and Self-esteem as Correlates of Secondary School Students’ Academic Achievement in English Language in Nigeria

Academic Interest and Self-esteem as Correlates of Secondary School Students’ Academic Achievement in English Language in Nigeria

Locus of Control and Self Esteem as Correlates of Secondary School Students Academic Achievement in English Language in Anambra State

Use of Suggestopedia to Improve Students’ Listening Skill in English Language

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