ACADEMIC SELF-CONCEPT AS CORRELATE OF ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KATSINA ZONAL EDUCATION QUALITY ASSURANCE, KATSINA STATE

Abstract

This study investigated Academic Self-Concept as Correlates of Academic Performance among Senior Secondary School Students in Katsina Zonal Education Quality Assurance, Katsina State, Nigeria. Research objectives and hypotheses were formulated to guide the study. Correlational research design was adopted for this study. The population 16,730 and sample size consists of three hundred and seven-seven (377) senior secondary school students using multi-stage sampling technique was drawn from three schools from each L.G.A. were selected in Katsina Zonal Education Quality Assurance, Katsina State. The instruments used for data collection from the respondents include Students’ Self-Concept Questionnaires (SSCQ) 0.82 and English Language Achievement Test (ELAT) 0.83 respectively. The hypotheses were tested at 0.05 alpha level of significance. Multiple Regression Analysis and Pearson Product Moment Correlation were employed using SPSS 23 version to facilitate data analysis. The Findings of the study showed that there is significant relationship between academic Self-concept and Academic Performance. The study concluded that academic Self-Concept does significantly correlates with academic performance among Senior Secondary School Students in Katsina Zonal Education Quality Assurance. Based on the findings, it was recommended that Students should be made to understand the unique characteristic of their self-concept, which helps them to be comfortable in learning and how best to play their own strengths and address their own weakness and shortcoming in terms of character base in their relationships with learning tasks.