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PROJECT TOPIC : INFLUENCE OF SELF-CONCEPT ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN UMUAHIA LOCAL GOVERNMENT

PROJECT TOPIC : INFLUENCE OF SELF-CONCEPT ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN UMUAHIA LOCAL GOVERNMENT

Abstract

This research work deals with the influence of self-concept on the academic performance of secondary school students in Umuahia Local Government Area of Abia State. A total or four research questions were formulated guide the research. Data collected was analysed using mean. The population of the study was 1, 584 students while a sample of 240 students was selected using simple random sampling technique for the study.

The instrument for data collection was questionnaire. The questionnaire was made up of 20 items. And the research instrument were validated by 3 expects from. Faculty of education Ebonyi State University Abakaliki. The findings revealed that self-concept influence students performance internal as well as external examination self-concept also has an influence on students ability to do assignment.

And finally self-concept also influence students ability to do practicals. Base on the findings the researcher now recommend that guidance and counseling services should be organized for both students and teachers on how to develop positive self-concept and equip teachers in such skills that will help students to reduce failure in both internal and external examination.

All stake holders of education teacher, parents, government must do their best to improve valued education.             The major tools used was the questionnaire. The respondent consists of two hundred and forty students (240) in Umuahia Local Government Area of Abia State. Four research questions were formulated to guide the study.

Also 4 point Likert scale  was used with the assigned value of  SA, A, D, and SD. Data collected were analyzed using mean.  (The findings of the study reveal that  academic performance of secondary school student in Umuahia Local Government Area of Abia State).

Based on that recommendations were made. Hence, it was recommended that guidance and counseling should be organized for both students and teachers on how to develop positive self-concept and equip teachers in the skill that will help students to reduce failure in both internal and external examination. All stake holders of education, teachers, parents, government must do their best to improve child education.

CHAPTER ONE

INTRODUCTION

Background to the Study

During the past decade, the issue of self-concept has received increased attention in educational and psychological literature. Educationists and psychologists have generally agreed that self-concept has a pervasive influence on the child’s total development Bledsoe, (1964).

Until the 1980’s, self-concept and other areas of attentive development received little systematic emphasis from educationist in Nigeria. The current emphasis on affective education and personal development however suggested the need for more efficient use of staff, time and resources to promote the affective growth and adjustment of students.

The term self-concept is primarily cognitive. It directs, controls and determines individual’s behaviour through what Cogers (1951) described as congruence between self as perceived and the actual experience of what constitutes the self. In congruence, between self and organism makes the individual feel threatened and organism makes the individual as a rational being has a view of what he is.

Man’s view of himself is unique to him, though it could be influenced by others view. Since the an individual has about himself or how e perceive himself is generally regarded as self-concept. It is therefore important to recognize and accommodate the existence of individual’s own unique cognitive style. Brookover, W. is and Patterson, A.

(1964). A psychologist made a point that an individual’s nature and welfare is important to the nation as well as the individual, therefore the  individual’s own unique cognitive style is what is known as self-concept.

Coming to the academic performance of students particularly in sciences is still at the low rate or lowest ebb, only few students nowadays could make up to five credits at one sitting. The introduction of National Examination Council (NECO) examination has not saved matters as one would have expected,  rather many students seems to be satisfied since  they know that they have several opportunities to write West Africa Examination Council (WAEC) and National Examination Council (NECO) examinations.

Some simply dropout of school and take to anti-social activities which threatens the survival of the society. Okoye (1987) argued that our self-concept level and will-power determines how we perceive and tackle a  given problem or learning task, e further said that people with low self-concept associate weak will-power make the learners finally end up school dropout and truants.

Although self-concepts are not most or reality, they are correlated with the outcome that a person has obtained throughout the past and expects to obtain in the future, and they influence what the future, and they influence what the future becomes. Mischel (1993).

 

Statement of the Problem

The problem of this study is to find out whether or not self-concept in its various forms have any influence on academic performance among secondary school students; because some students, however refused to be convinced that their success in academic achievement depends on their level of high self-concept.

Educationists and psychologists agreed that self-concept has a pervasive influence on child’s total development. A child’s basic need to belong is reflected in his self-concept and a teacher has great opportunity to affect the way a child meets his need for belonging through his behaviour. Franke. (1975) noted that behaviour is a reflection of a person’s self-concept.

The secondary school students’ irrespective of academic problem are faced with the crisis of knowing about themselves, having a negative self-concept and being able to answer some philosophical questions like who am I? what will I be in the future; what type of life style am I expected to pursue and how can I reach my goal? Crises ensure about these secondary school students psychological perception of themselves and their views about other people think of them base on their self-concept.

PROJECT TOPIC : INFLUENCE OF SELF-CONCEPT ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN UMUAHIA LOCAL GOVERNMENT

It is worthy of note that some secondary school students even in an enriched and stimulating environment perform poorly in their academic work. The issue of under achievement has been assigned to it and one of the assumed causes is negative self-concept. Students with positive self concept are those that show optimum about their potential for success in future, they are competent in competence and they believe in working hard, setting realistic goals and at the end of their programme they pass with good grades. The negative self-concept ones are unable to accept praise, unwilling to accept blame, have negative expectations towards competition, they are the type which achieve nothing after the end of their program. Durojaiye (1978) a person who has a positive self-concept thinks about his successes and good qualities while negative self-concept person thinks his failures and his inadequacies.

Purpose of the Study

The general purpose of this study is to examine the influence of self-concept on academic   performance of students in secondary schools. Specifically, therefore, the purpose of this study is;

  • To determine the influence of self-concept on students performance in internal examination
  • To determine the influence of self-concept on students performance in external examination.
  • To determine the influence of self-concept on student’s performance in their ability to do their take home assignment
  • To determine the influence of self concept on student’s performance in their ability to do their practical.

Significance of the Study

The result of this research would go a long way in making the authorities concerned to continue with the importance of self-concept. If the assumptions are proved, it would help in realizing the importance of self-concept as a tool for academic performance in secondary school.

In this study the students would be able to assume more responsibility for assessing learning process and outcomes, when students are able to gain more knowledge, understanding what is being taught by the teachers, the performance of student will be high and the teachers also will gain also in the sense that they will be excited to do more. This study will help to discover that higher self concept is necessary in secondary school students academic performance in school.

Scope of the Study

This study covers the influence of self-concept on academic performance of secondary school students in Umuahia Local Government Area of Abia State. In term of scope and content, the study covered the influence of self-concept on student performance in internal, external, ability to do assignment and practical in secondary school students in Umuahia Local Government Area of Abia State.

Research Questions

  1. How does self-concept influence academic performance of students in internal examination
  2. How does self-concept influence academic performance of students in external examination?
  3. How does self-concept influence academic performance of students in their ability to do assignment correctly.
  4. How does self-concept influence academic performance of students in their ability to do their practical?

PROJECT TOPIC : INFLUENCE OF SELF-CONCEPT ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN UMUAHIA LOCAL GOVERNMENT

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