SELF-CONCEPT AND TEACHERS EXPECTATIONS AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG PUBLIC SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE

Abstract

This study examined the self-concept, and teachers’ expectations, as correlates of academic achievement among public secondary school students in Anambra State, Nigeria. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significant. The study adopted a correlational researcKeywords: Self-Concept, Teachers Expectations and Academic Achievement

SELF-CONCEPT AND TEACHERS EXPECTATIONS AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG PUBLIC SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE

BY

Prof. Nnamdi Obikeze and Ebunkpolo Amara Francisca

Department of Educational Foundations Chukwuemeka Odumegwu Ojukwu University

Igbariam Campus 

Abstract

This study examined the self-concept, and teachers’ expectations, as correlates of academic achievement among public secondary school students in Anambra State, Nigeria. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significant. The study adopted a correlational research design. The population of the study comprised 6,526 SS II students from which a sample of 341 students was drawn from 66 schools in Awka Education Zone. Multistage sampling technique was used to draw the sample. The Instruments employed for data collection were Self-Concept Questionnaire (SCQ) and Teachers Expectation Scale (TES). Academic Achievement (AC) was assessed with students’ Cumulative Grade Point Averages (CGPAs). The reliability of the instruments were determined using Cronbach alpha method which yielded coefficient of 0.80 for Self-concept Questionnaire and 0.98 for Teacher's Expectation Scale. Pearson Product Moment Correlation Coefficient (r) was used to answer research questions while null hypotheses were tested at 0.05 level of significance. The study's findings revealed a non-significant negative relationship between self-concept and academic achievement in Mathematics, between teachers' expectation and academic achievement. However, significant positive relationships were found between self-concept and academic achievement among male and female students, and between teachers' expectation and academic achievement among male and female students. The study concluded that self-concept and teachers' expectations played a crucial role in academic achievement in Mathematics, particularly when considering gender. Based on the findings, it was recommended that educators and policymakers prioritize enhancing self-concept development and improving teacher-student interaction to promote academic achievement in Mathematics. Additionally, teachers should be trained to maintain high expectations for all students, regardless of gender, to foster a supportive learning environment that promotes academic success.