SELF-CONCEPT AS A CORRELATE OF ACADEMIC PERFORMANCE IN CHEMISTRY AMONG SECONDARY SCHOOL STUDENTS IN ONITSHA EDUCATION ZONE

Abstract

Self-concept as correlate of academic performance in Chemistry among secondary school students in Onitsha Education Zone was examined. The study was guided by two research questions and two null hypotheses were tested at 0.05 level of significance. The study adopted a correlation research design. The population of the study comprised 3,259 senior secondary school two (SS2) students offering Chemistry from 32 public secondary schools in the Zone. Multi-stage sampling procedure was used to draw 356 students from the population.  The instruments used for data collection are Chemistry Self–Concept Questionnaire (CSCQ) and 2024/2025 cumulative result scores in Chemistry, which were validated by three experts, two from the Department of Science Education and one from Educational Foundations (Measurement and Evaluation Unit), all in Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using Cronbach's alpha method, with coefficients of 0.79 for CSCQ, indicating satisfactory internal consistency. Data collection involved the direct administration of the questionnaire to respondents by the researcher and five research assistants. Pearson Product Moment Correlation and multiple linear regression analyses were employed for the analysis of the data collected using Statistical Package for Social Sciences (SPSS) version 27. The findings of the study revealed that there is a moderate positive and significant relationship between self-concept and academic performance in Chemistry. The study concluded that self-concept is a significant correlate of academic performance in Chemistry among secondary school students. Based on the findings of the study it was recommended amongst others that school administrators and teachers should establish structured programs that focus on strengthening positive academic self-concepts among student.