RELATIONSHIP BETWEEN SELF-CONCEPT AND ACADEMIC ACHIEVEMENT OF FEMALE STUDENTS IN JOS NORTH LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

Abstract

The aim of this study was to examine the relationship between Self-concept and academic achievement of female secondary school students in Jos North Local Government Area. The specific objectives of the study were to: examine the relationship between self-fulfillment concept and academic achievement among others. The study employed correlational design. The population of the study consisted of all female students of SS 2 totaling 15,497, in all public secondary schools in Jos North. The sample size was 300 participants. A purposive sampling technique was used to sample the participants. Questionnaire divided into six sections was validated to check the internal consistency. The reliability and validity results for all variables were above the minimum acceptable limit of 0.70 thereby indicating a very strong internal consistency.  Three experts also validated the content validity of the research instrument. The statistical tools employed for analysis include; Monte Carlo test, Spearman’s correlation and multiple regression. The findings revealed, among others that, self-fulfillment concept and honesty self-concept have positive and significant relationship with students’ academic achievement, while autonomous concept and emotional self-concept have no significant relationship with students’ academic achievement in Jos North Local Government Area. Similarly, attitudinal self-concept was found to have positive and significant relationship with students’ academic achievement.  Based on these findings, the study concluded that, self- concept is a major variable that gives impetus to students’ academic achievement. Consequently, the study recommended that self-concept be considered by educationists as determinant factor when trying to formulate policies on curriculum development for students’ academic achievement.