Precious Chisom Attamah
Prof. OKOLI, Josephine Nwanneka
Department of Science Education,
Alex Ekwueme Federal University, Ndufu-Alike,
Ikwo, Ebonyi State, Nigeria
Department of science Education,
Nnamdi Azikiwe University, Awka, Nigeria.
Abstract.
This study examined the relationship among locus of control, self-efficacy and senior
secondary school students’ academic achievement in Biology in Ebonyi State, Nigeria.
The study adopted the correlation Survey research design. The sample for the study was
420 senior secondary schools students drawn using the multi-stage sampling technique.
Rotters’ Locus of control scale and New general Self-efficacy scale by Chen, Gully and
Eden were used in data collection. Pearson product moment correlation coefficient (r)
was used in answering the research questions while t-test for correlation analysis and
multiple regression analysis were used in testing the null hypothesis at level of
significance. Results showed that there is a very low relationship between students’ self-
efficacy scores and their academic achievement scores in Biology. There is no significant
relationship between secondary school students’ self-efficacy scores and their academic
achievement scores in Biology. Furthermore there is a very low relationship between
students’ locus of control scores and their academic achievement scores in Biology.
There is a significant relationship between secondary school students’ locus of control
scores and their academic achievement scores in Biology. There is a moderate positive
relationship among self-efficacy, locus of control and secondary school students’
academic achievement in biology. Hence, it could be concluded that the academic
achievement of the students could not be ascribed to their self-efficacy or locus of control
alone as other factors contribute to the achievement of students in Biology.
Keywords : Locus of control; Self-efficacy; Academic achievement; Biology;
secondary school with unique characteristics and
possibilities. To be human is not to follow
a formula of humanness, nor to plod
through life as an undifferentiated
member of the species; rather, to lead a
human life – at least a fulfilling one – is
usually thought to require honouring what
it means to be human for me as a once-
occurring person. Despite the centuries-
long debate over how we ought to live,
one conclusion has remained almost
constant: one ought, if nothing else, to be
oneself. One ought, in other words, to be
authentic. The value of authenticity is so
easily accepted as to be invisible: whether
the context is personal identity, cuisine,
ethnic artifacts, or works of art,
authenticity is one of those rare qualities
that are considered good without
qualification. Conversely, inauthentic
things or people are almost universally
discredited as “fake,” “unoriginal”.
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