Academic Achievement in Secondary School Students: The Role of Self-Esteem and Locus of Control in Anambra State, Nigeria
Ughasoro John Ifeanyi *
Department of Guidance and Counselling Education, Federal University of Education, Pankshin, Nigeria.
Ezulike Cecilia Chiebonam
Department of Primary Education Studies, Federal University of Education, Pankshin, Nigeria.
Ughasoro Chiamaka Loveth
Department of Early Childhood Education, Federal University of Education, Pankshin, Nigeria.
Onyebuagu Onyemaeze Kelechi
Department of Guidance and Counselling Education, Federal University of Education, Pankshin, Nigeria.
Linda Nendirmwa Bemana
Department of Guidance and Counselling Education, Federal University of Education, Pankshin, Nigeria.
Walide Fatima Crepiana
Department of Guidance and Counselling Education, Federal University of Education, Pankshin, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
Background: Mathematics, as a scientific discipline, is widely recognised as an essential and integral part of science education due to its importance in everyday life. Consequently, the Federal Government of Nigeria, in its National Policy on Education, has designated Mathematics as a core subject that all secondary school students must study at both the junior and senior secondary school levels.
Aim: This study investigated the correlation between self-esteem, locus of control, and academic achievement in Mathematics among secondary school students.
Methodology: A correlation survey design was employed, involving 895 SS II students from the Awka education zone in Anambra State, selected through a multistage sampling technique from a population of 18,297 students. Data were collected using standardised self-esteem and locus of control scales, validated for use in Nigeria. Academic achievement was measured using students’ terminal Mathematics results. Reliability coefficients ranged from r = .56 to .65 for the subscales of the self-esteem scale and r = .74 for the general scale. Questionnaires were personally administered by the researcher, with trained teachers assisting. Pearson’s product-moment correlation, simple regression and multiple regression analyses were used.
Results: The study shows that a moderate positive relationship of 0.544 exists between male secondary school students’ self-esteem and their academic achievement in Mathematics. There is a significant relationship between self-esteem and academic achievement of male secondary school students in Mathematics in Anambra State. Also, a low positive relationship of 0.336 exists between male secondary school students’ locus of control and their academic achievement in Mathematics. There is a significant relationship between locus of control and academic achievement of male secondary school students in Mathematics in Anambra State. The results also revealed that a moderate positive relationship of 0.562 exists among secondary school students’ self-esteem, locus of control jointly with their academic achievement in Mathematics; similarly, there is a significant joint relationship among secondary school students’ self-esteem, locus of control and gender with their academic achievement in Mathematics.
Conclusion: The findings suggest that low self-esteem and lack of internal locus of control may lead to early discouragement and lower academic achievement in Mathematics. Enhancing students’ self-esteem and locus of control can foster perseverance, interest in learning, and overall academic success in core subjects.
Keywords: Self-esteem, locus of control, secondary school, students, academic achievement, mathematics