SELF CONCEPT AND JUNIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN COMPUTER SCIENCE IN CALABAR SOUTH, CROSS RIVERS STATE

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SELF CONCEPT AND JUNIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN COMPUTER SCIENCE IN CALABAR SOUTH, CROSS RIVERS STATE

CHAPTER ONE

INTRODUCTION

Background of the study

A great deal of research work on self-concept has been done in but the work on the academic self-concept is very less. Academic self-concept refers students’ attitude, perception, and enjoyment of subject or class lecture in school. Students’ self-perception plays an important role to adjust themselves in school during childhood and adolescence and directing the students’ efforts towards their academic works. The multi-dimensional model of self-concept show that an academic self is one of the important facets of self that contribute to an individuals’ global self-concept, together with social, emotional, and physical self-concept. The construct of self-concept is derived from self-worth theory .

Self-concept is generally defined as an individual’s perception based on self-knowledge or experience and formed through interaction with environment and attributes of his or her behavior. Academic self-concept is conceived as a student’s self-perception regarding specific academic domains or abilities. This multidimensional model of self-concept refers an important distinction between general self-concept which includes cognitive, affective, and behavioral aspects whereas academic self-concept refers to an individual’s perception of their academic competence. Cokley has defined academic self-concept as a student’s view of his or her academic ability when compared with other students. Whereas Byrne and Shavelson defined academic self-concept as involving a description and an evaluation of one’s perceived academic competence. In a more comprehensive way Lent et. al. have explained the academic self-concept as specific attitude, feeling and perceptions about one’s intellectual or academic skills representing a person’s self-beliefs and self-feeling regarding the academic setting.

Students with positive self-concept tend to reflect socially acceptable behaviors. Researchers have also supported that academic self-concept is developed through process of social comparison, which comes into place when students compare their ability with others. The stage of secondary school level or adolescence is usually a period of developmental transition which an individual passes from childhood to maturity. During this transition, adolescents face so much psychological and sociological pressure in their life. They face psychological maturation, cognitive changes, sifting of societal and parental expectations, conflicting role demands, complexity in relation with parents and peers, choice of school and subject and adjustment in the school environment. Despite of all these changes, adolescence is also characterized as a time of evaluation of self and subsequent reformation of perceptions.

In this context it becomes imperative to investigate the level of academic self-concept of secondary school students and its relationship with academic achievement of students. As such to have a better understanding of Indian adolescent, the present study will be important to understand the academic self of secondary level students and its relationship with academic achievement.

1.2 Statement of the problem

The supporters of self enhancement model claim that academic self-concept is a primary cause of academic achievement, that means academic self-concept foster the academic achievement. In contrast to this, in the model of skill development, academic self-concept is a consequence of academic achievement. Poor self-concept adversely affects students’ academic achievement. In recent times, many researches have tried to push the boundaries of identifying the challenges of poor self concept on students. This work recommends more solutions.

1.3 Objectives of the study

1. To study the academic self-concept of secondary school students.

2. To study the relationship between academic self-concept and academic achievement of secondary school students in computer science.

3. To compare the academic self-concept of male and female secondary school students.

1.4 Research Questions

1. What is the relationship between academic self-concept and academic achievement of secondary school students in computer science.

3. What are the comparisons of the academic self-concept of male and female secondary school students.

1.5 Research Hypothesis

H0: There is no relationship between academic self-concept and academic achievement of secondary school students in computer science

H1: There is a relationship between academic self-concept and academic achievement of secondary school students in computer science

1.6 Definition of terms

1. Self concept: A general term used to refer to how someone thinks about, evaluates or perceives themselves

2. Self efficacy: People’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives

3. Model: a description or analogy used to help visualize something (such as an atom) that cannot be directly observed

4. Transition: The process or a period of changing from one state or condition to another.

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