PSYCHOSOCIAL VARIABLES AS PREDICTOR OF STUDENTS ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS
PSYCHOSOCIAL VARIABLES AS PREDICTOR OF STUDENTS ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS
TABLE OF CONTENTS
Title Page
Declaration
Approval Page
Dedication
Acknowledgements
Table of Contents
Abstract
CHAPTER 1: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Hypotheses
1.6 Significance of the Study
1.7 Scope/Delimitation of the Study
1.8 Definition of Operational Terms
CHAPTER 2: REVIEW OF RELATED LITERATURE
CHAPTER 3: METHODOLOGY
3.1 Design of the Study
3.2 Population of the Study
3.3 Sample and Sampling Techniques
3.4 Research Instrument
3.5 Validity of the Instrument
3.6 Reliability of the Instrument
3.7 Administration of the Instrument
3.8 Data Analysis Technique
CHAPTER 4: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Analyses of Data Results
4.2 Summary of Major Findings
4.3 Discussion of the Findings
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestions for Further Studies
References
Appendixes
Abstract
The main purpose of this study was to examine the psychosocial variables as predictor of students academic achievement in senior secondary schools in Uyo Local Government Area. Research questions and hypotheses were formulated to guide the study. The researcher employed descriptive research design. The population of the study consists of eighteen thousand, two hundred and seventy (18,270) SS1 and SS II students of public senior secondary schools in Uyo Local Government Area. The sample size of the study consists of four hundred (400) SS I and SS II students of public senior secondary school in Uyo Local Government Area. The sampling technique used for the study is simple random sampling technique.
The instrument that was used for data collection in the study was a self-structured questionnaire titled: “Influence of Psychosocial Variables on Students’ Academic Achievement Questionnaire” (IPVSAAQ). The data collected was analysed using weighted mean and standard deviation to answer the research questions. Decision was based on a criterion mean of 2.50.
The null hypotheses was tested using z-test statistical tool at a significance level of 0.05.level of significance. The findings of the study revealed that a psychosocial variable significantly influences student’s academic achievement in senior secondary schools in Uyo Local Government Area. Recommendations were made among others that, Students should build their relationship with other students by relating well with the other students during lesson and asking the brighter ones to conduct tutorial classes among themselves.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In brief, psychosocial variables refer to any psychological or social factor that impacts a student’s learning outcomes (e.g., grade point average [GPA], marks, and overall academic achievement ). Moreover, in terms of academic achievement , psychosocial factors can have a positive (Akram & Ghazanfar, 2014; Alegre, 2014; Chow, 2010) and negative (Deasy et al., 2014; Gebreegziabhere, Mulugeta & Dejenie 2017; Hyseni Duraku & Hoxha, 2018) effect.
Typically, psychological variables include self-concept, test anxiety, attitudes, motivations, perceptions, learning abilities and emotions (Behrozi, Farhadi, Shehni & Javdan 2016; Reynolds & Walberg, 1992; Zhang, Zou, Miao, Zhang, Hwang & Zhu, 2020). For example, a positive psychological factor will likely improve academic achievement (e.g., high levels of motivation) but a negative psychological factor will likely reduce academic achievement (e.g., high levels of distress).
In addition, social variables refers to environmental, financial, socio-economic status, family history, prior education, employment and social support that can positively or negatively influence academic achievement (Baker, 2013; Shukri, 2019).
PSYCHOSOCIAL VARIABLES AS PREDICTOR OF STUDENTS ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS
Without reservation, the academic achievement of students in senior secondary schools is a multifaceted outcome influenced by a myriad of factors. Among these, psychosocial variables have garnered significant attention due to their potential impact on academic achievement . Psychosocial variables encompass a range of psychological and social factors that contribute to an individual’s overall well-being, encompassing elements such as self-esteem, motivation, social support, and mental health status.
In fact, numerous studies have highlighted the correlation between psychosocial variables and academic achievement among secondary school students. For instance, a study by Johnson (2020) emphasized the role of self-esteem in predicting academic success, demonstrating that students with higher levels of self-esteem tend to perform better academically.
Additionally, the influence of motivation on academic achievement has been extensively examined. Smith and Jones (2019) found that intrinsic motivation significantly impacts students’ commitment to learning and subsequent academic achievement .
Similarly, research by Garcia (2021) highlighted the correlation between social support networks and academic success, showcasing the pivotal role of peer and familial support in shaping students’ educational outcomes.
Moreover, the mental health status of students has emerged as a critical psychosocial determinant affecting academic achievement. A study conducted by Patel and Wang (2018) underscored the adverse impact of mental health issues, such as anxiety and depression, on students’ academic achievement , emphasizing the need for comprehensive mental health support within educational settings.
Despite the wealth of research exploring the influence of psychosocial variables on academic achievement, there remain gaps in understanding the specific mechanisms through which these variables interact and affect student outcomes within the context of senior secondary education. This study seeks to examine the psychosocial variables as predictor of students academic achievement in senior secondary schools in Uyo Local Government Area.
1.2 Statement of the Problem
The current understanding of how psychosocial factors influence academic achievement in senior secondary schools lacks depth in elucidating the intricate relationships and specific mechanisms at play. While studies acknowledge the correlation between variables like self-esteem, motivation, social support, and mental health and academic success, there exists a gap in comprehensively exploring how these factors interact within the context of senior secondary education. The psychosocial variables as predictor of students academic achievement in senior secondary schools.
However, research predominantly emphasizes individual psychosocial factors without examining their combined effects or considering diverse student demographics. Understanding how these variables impact students differently based on gender, socioeconomic status, cultural backgrounds, and academic abilities is pivotal for tailored interventions that support all students equally.
Therefore, this study aims to address these gaps by investigating the psychosocial variables as predictor of students academic achievement in senior secondary schools in Uyo Local Government Area. By delving deeper into these relationships, this research intends to provide insights crucial for educators, policymakers, and stakeholders to develop more effective strategies promoting academic success among students.
Definitions of Terms
The following concepts are defined as they are applied in the study.
Psychosocial Variables: In this study, psychosocial variables refer to the psychological and social factors that influence an individual’s behavior, emotions, and mental well-being.
Self-concept: In brief, self-concept is a multidimensional construct that refers to an individual’s perception and evaluation of themselves.
Attitude: Attitude, in psychology, refers to a complex mental state involving beliefs, feelings, values, and dispositions to act in certain ways.
Students: Students are individuals who are enrolled in an educational institution and are engaged in learning and acquiring knowledge.
Academic Achievement: In brief, this is used in the study to refer to student’s attitude to competition for excellence in their attitude towards participating in class activities and homework.
Conclusion
The study concludes that; psychosocial variables such as test anxiety, self-concept, parental motivation, and attitude have both positive and negative influence on the students’ academic achievement in Uyo Local Government Area. The study still deduced that self-concept is another factor that could influence students’ academic achievement. The psychosocial variables as predictor of students academic achievement in senior secondary schools.
Hence, if the self-concept of the student is low, he/she may never do well in the academic achievement. The study also concludes that the academic achievement of senior secondary school students could improve depending on motivation provided by their parents.
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