Academic Self-Efficacy And Academic Performance Amongst Students

Academic Self-Efficacy And Academic Performance Amongst Students (Daniel)
Abstract
This study assesses the academic self-efficacy and academic performance amongst students of federal university Otuoke, Bayelsa, Nigeria. One research question and three null hypotheses were formulated. A descriptive survey research design was adopted where 320 randomly selected students from mathematics, physics, chemistry, and biology departments in the four universities in the state were selected. Academic Self-Efficacy Scale and students CGPA record was used as data collection tools which were analyzed using frequency count, percentage, Pearson Product Moment Correlation, Linear Regression, and ANOVA. The result of the study revealed that the majority of the students have either moderate or high academic self-efficacy, but belong to either a third class and/or lower second class degrees. A weak significant positive correlation existed between students’ academic self-efficacy and performance (r = 0.12; p<0.05). Self-efficacy significantly contributed 1.5% to the total variance of academic performance (R2 = 0.015, F1, 292 = 4.03; p<0.05). However, there is no significant difference in the academic performance of low, moderate, and high academic self-efficacious students (F2, 292 = 2.318, p>0.05). The researchers recommend that school counselors should improve students’ academic self-efficacy to enhance students’ academic performance.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background to the Study
The contemporary world has reached a significant degree of advancement as compared to the medieval period in terms of science and technology. The effectiveness of the modern transportation, communication, and health management system, as well as sustainable agricultural practices, which become part of the pride of the 21st century, is made possible from the realities of modern science and technology. Science education played a significant role in this regard, by popularizing and spreading the principles of science across the globe. According to Aina (2014), science education is fundamental to the science and technology of any nation in the world. The practicing and implementation of science and science products (technology) spread all over the world quickly by the teaching and learning of science and science courses in schools. Most programs run by tertiary educational institutions, especially in the universities provide the highest level of manpower training in science and technology. University is the highest level of education where high-level manpower, intellectual, and future leaders are developed (Olutola & Olatoye, 2015). Higher education is regarded as an instrument of social, political, and economic development. The products of higher education in any nation will determine the development of such a nation. Therefore, higher education contributes to national development through high-level relevant manpower training; to acquire both physical and intellectual skills which enable individuals to be self-reliant and useful members of the society. The Federal Republic of Nigeria, has underscored the importance of science, did not only devoted a greater proportion of expenditure on science in university education but also authorized universities to allocate not less than 60% of admission places to science courses in the conventional universities.
It is important to note that, despite this huge investment, science students’ academic performance in universities has not been encouraging. Numerous students are admitted yearly, unfortunately, many have withdrawn before graduation due to poor academic performance. This is evident in a list of almost one thousand students withdrawn within four sessions (2014/15 – 2018/19 sessions) as published on the Umaru Musa Yar’adua University (UMYU) website. It is sad to note that, more than half of the withdrawn students are science students. In a study comparing students’ performance across Colleges of Agricultural Sciences, Business and Social Sciences, as well as College of Science and Engineering in Landmark University, science and engineering students, had the worst performance. The problem seems to be a mismatch between students and their performance in the university. Concluded that there is no relationship between students’ chemistry University Matriculation Examination (UME) scores and their performance in the chemistry-based course at the University of Nigeria Nsukka and Enugu State University of Technology. This means that high scores obtained by students in UME do not guarantee a higher cumulative grade point average in university.
Students’ academic performance continues to take the back banner. This has sparked different areas of research on factors impeding students’ success in universities. Most researches conducted focused on instructional strategies and the learning environment. Little attention is given to the students’ psychological readiness to learn. Students’ psychological variables are the better determinant of students’ performance. The argument is that the tendency of the university capacity to produce the desire net effect in manpower training will be dependent on the students’ psychological readiness. That is, the quality of the university infrastructures and teaching is less effective on students’ academic performance compared to the students’ self-belief, feelings, and motivational orientation.
1.2 Statement of the Problem
Academic self-efficacy is one of the students’ psychological variables that deal with students’ self-belief, motivational orientation, and judgments about their ability to successfully attain educational goals (Baanu et al., 2016). Students’ belief in their innate abilities involves valuing their cognitive strengths, determination, and perseverance to overcome obstacles that would interfere with utilizing their innate abilities to achieve academic goals. The strength of students’ efficacy belief affects their choice for plans and actions (Hoy et al., 2006). Efficacious students do not only set goals and try hard to achieve the target goals (Meral et al., 2012) but they also exhibit coping behavior, and perseverance when they encounter difficulties, more organized and even perform better than students who doubt their learning capabilities.
Research interest on the correlation between self-efficacy and academic performance took the frontline after the work of Albert Bandura on social cognitive psychology. Bandura’s Social Cognitive Theory clarifies how students tend to engage in learning based on their self-belief of competence and/or past success. In some empirical studies, a moderate positive correlation was found between self-efficacy and academic achievement (Honicke & Broadbent, 2016; Ekeh & Oladayo, 2015). Atoum & Al-Momani (2018) and Meral, et al. (2012) revealed a high positive relationship between the variables. However, Baanu, et al., (2016) did not found a significant relationship between academic self-efficacy and students’ performance. The controversy might be due to differences in students’ interests. A student may be interested in Mathematics but not in the English Language. This difference in interest can trigger students to be more/less efficacious for some subjects. This study, therefore, assesses the academic self-efficacy and academic performance amongst students of federal university Otuoke, Bayelsa.
1.3 Objective of the Study
The main objective of the study is to examine the academic self-efficacy and academic performance amongst students of federal university Otuoke, Bayelsa.
Specifically, the study aims;
- Examine the relationship between academic self-efficacy and academic performance of students of federal university Otuoke, Bayelsa
- To evaluate the relative influence of self-efficacy on academic performance among students of federal university Otuoke, Bayelsa
- To determine if there is significant difference in the academic performance among the low, moderate, and high levels of self-efficacy of students of federal university Otuoke, Bayelsa.
1.4 Research Question
The following research question was answered:
- What is the relationship between academic self-efficacy and academic performance of students of federal university Otuoke, Bayelsa?
- What is the distribution of academic performance in relation to self-efficacy exhibited by students of federal university Otuoke, Bayelsa?
1.5 Hypothesis of the Study
The following null hypotheses were tested at a 0.05 level of significance:
- H01: There is no significant relationship between academic self-efficacy and academic performance of students of federal university Otuoke, Bayelsa.
- H02: There is no significant relative influence of self-efficacy on academic performance among students of federal university Otuoke, Bayelsa.
- H03: There is no significant difference in the academic performance among the low, moderate, and high levels of self-efficacy of students of federal university Otuoke, Bayelsa.
1.6 Significance of the Study
This study sought to find out from our own setting, the relationship between these self-regulating constructs (self-concept, self-efficacy and self-esteem) and academic performance especially among students in federal university Otuoke, Bayelsa. Therefore, the results may generate useful information, knowledge and understanding of self-concept, self-efficacy and self-esteem as well as their relationships with academic performance. The findings will be beneficial to students, psychologists, counsellors, educators/teachers, parents and even the society at large.
This study will help secondary school students develop self-consciousness to look inward for performance and excellence that could make teaching/learning situation effective, interesting and result oriented. It will help them develop independent thinking ability and to look inwards for solutions to academic problems. If they discover that they can tap from their innate potentials and that they can pass examinations without stress, study to them will be fun. Understanding of this study will make students admit psychological problems, if need be, and be able to ask for help.
Since this study was based on scientific research, it will give helpful information to psychologists and counselling consultants as well as educational planners and developers. These specialists could consider self-beliefs while planning essential skills, such as problem solving so as to help students boost their self-confidence and belief; thereby helping them to succeed in their studies, jobs and future relationships. With the help of this study, educators can also help students to enhance their self-beliefs by the use of peer model, planning relevant and affordable challenging tasks and teaching specific learning strategies.
The study will be of great benefit by providing useful information to parents who are always anxious about their children’s examination outcome and academic progress. Apart from school fees, enrolment fees and others, it perhaps falls on some of them to also pay for examination malpractices. The result of this study is likely to help parents to lead and direct their children on a better way of academic performance by helping to enhance self confidence (self-efficacy) in them at home.
The teachers will also benefit from the findings of this study since their task of teaching will be made easier and better. If students will pay undivided attention to instructions they can change their world. Teachers will enjoy seeing their students performing well and achieving academic success through self-learning. The results of the study are likely to increase the awareness of educators and counselors on ways of improving student’s academic performance.
The society at large will benefit from this study because if students can change their thoughts, they will change their ways of life, which will invariably lead to an orderly society. People with high self-beliefs are more mutually independent and are likely to function more successfully in the society. Improved self-image can help students’ adjustment to do well in many diverse situations. The idea can equally be extended to other areas of life outside academics. It will encourage a positive change of attitude for better performance.
Finally it will contribute to existing body of literature in this area of study. The result of this study is likely to be helpful for future study to extend to new scheme and find other factors that may be related to students’ self-constructs and academic performance. The outcome is likely to contribute to understanding the importance of self-concept, self-efficacy and self-esteem among students in their school work.
1.7 Scope of the Study
The study will analyze the academic self-efficacy and academic performance amongst students of federal university Otuoke, Bayelsa. The study is limited to some selected students of federal university Otuoke, Bayelsa. Hence, the respondents for this study will be obtained from and among students of federal university Otuoke, Bayelsa.
1.8 Limitation of the Study
In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.
1.9 Definition of Terms
Self-Efficacy:
In psychology, self-efficacy is an individual’s belief in their capacity to act in the ways necessary to reach specific goals. The concept was originally proposed by the psychologist Albert Bandura. Self-efficacy affects every area of human endeavor
Motivation:
This the process through which individual are charged to increase their action or performance either by internal or external factors.
Academic Performance:
This is used in the study to refers to students’ attitude to competition for excellent in their attitude toward participating in classroom activities and home work. It also used to students’ interest in learning.
1.10 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows.
- Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on the academic self-efficacy and academic performance amongst students of federal university Otuoke, Bayelsa using science students of federal university Otuoke, Bayelsa as case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was on the academic self-efficacy and academic performance amongst students of federal university Otuoke, Bayelsa using science students of federal university Otuoke, Bayelsa as case study. The study is was specifically focused on examining the relationship between academic self-efficacy and academic performance of students of federal university Otuoke, Bayelsa, evaluating the relative influence of self-efficacy on academic performance among students of federal university Otuoke, Bayelsa and determining if there is significant difference in the academic performance among the low, moderate, and high levels of self-efficacy of students of federal university Otuoke, Bayelsa.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 293 responses were validated from the enrolled participants where all respondent are staff and science students of federal university Otuoke, Bayelsa State.
This study revealed that the majority of the students exhibited either moderate or high academic self-efficacy and as well fall under the third class or lower second class degree category.
5.3 Conclusions
With respect to the analysis and the findings of this study, the following conclusions emerged;
The study provides empirical information about the impact of academic self-efficacy on the academic performance of students of federal university otuoke, bayelsa, Nigeria. Academic self- efficacy relates linearly with academic performance and also contributed just little percentage to the variation in the students’ academic performance despite the majority of the students have moderate or high academic self-efficacy. This calls for further research on other variables responsible for the remaining variance in the academic performance of the students.
5.4 Recommendation
Based on the study’s findings, provide practical recommendations for educators, school administrators, and policymakers:
- Professional Development: Schools should invest in professional development programs that enhance teachers’ self-efficacy beliefs in teaching mathematics. These programs can focus on strategies to improve instructional methods, classroom management, and student engagement.
- Supportive School Environment: Create a supportive school environment that recognizes and values teachers’ contributions. A positive school culture can contribute to the development and maintenance of teacher self-efficacy.
- Collaboration: Encourage collaborative opportunities among teachers to share best practices and provide mutual support. Collaborative discussions can enhance self-efficacy by promoting knowledge sharing and constructive feedback.
- Mentoring and Coaching: Establish mentoring or coaching programs where experienced mathematics teachers can guide their colleagues in building self-efficacy and improving instructional strategies.
- Teacher Reflection: Encourage teachers to reflect on their teaching practices and successes. Self-reflection can reinforce self-efficacy by highlighting moments of achievement and growth.

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