SELF-CONCEPT AS CORRELATES OF INTEREST AND ACADEMIC PERFORMANCE IN PHYSICS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KOGI STATE

Abstract

Self-concept plays a vital role in shaping students’ interest and academic performance, particularly in subject like Physics that requires critical thinking and problem-solving skills. The study therefore, examined the relationship between self-concept, interest and academic performance in Physics among secondary school students. This was with the purpose of understanding the relationship as well as determine the predictive strength of the predictor variable on the students’ interest and performance in physics. To achieve this goal, three research questions and two hypotheses guided the study, which adopted a correlational research design. The population for the study comprised 2,264 students who were offering physics in all the public secondary schools in Dekina Local Government Area of Kogi State. Three schools were selected using simple random sampling technique and all the 200 students who were offering Physics in the three selected schools served as sample size (intact classes) for the study. The instruments for data collection were 25-item psychological Physics Self-Concept Rating Scale (PSCRS), 25-item Physics Interest Rating Scale (PIRS) and 25-item multiple choice standardized Physics Performance Test (PPT), which were developed by the researchers and validated by experts. The construct validity of PSCRS and PIRS were established through group difference method and their reliability coefficients were 0.68 and 0.71 respectively. The reliability coefficient of PPT using Kuder Richardson 20 formula was 0.79. Data were analyzed using inferential statistics. The results showed that self-concept in physics was a significant predictor of interest and academic performance of students in the subject. It was therefore recommended among others that school administrators and teachers should work out strategies that would improve students’ self-concept, interest and academic performance in Physics.