Abstract
This study examined the strength and direction of the relationship between attitude, self-concept and achievement of Junior Secondary Schools students in Basic Science in Ekiti State, Nigeria. The study employed a descriptive of survey type on 360 Junior Secondary Two students selected from nine public secondary schools across the three senatorial districts of Ekiti State, Nigeria, using multistage sampling technique. The instruments used for this study included: Scientific Attitude Inventory (SAI); Self-Concept Scale (SCS) and Basic Science Achievement Test (BSAT). The findings of the study revealed that there was a significant relationship between students’ attitude and achievement in Basic Science. The finding also showed that there was a positive and significant relationship between students’ self-concept and achievement in Basic Science. It is therefore suggested that teachers should take the advantage of this positive attitude and self-concept to improve their students’ achievement in the classroom. DOI: 10.5901/jesr.2016.v6n1p167
Highlights
Students’ view of science affects the quantity and quality of knowledge acquired in the classroom
The sample for this study was made of 360 Junior Secondary two students selected from nine public secondary schools across the three senatorial districts of Ekiti State, Nigeria, using multistage sampling technique
The findings of this study showed a divergence from the findings of Baadjies (2008) whose study found no significant correlation between self concept and academic achievement of students
Summary
Students’ view of science affects the quantity and quality of knowledge acquired in the classroom Their thoughts about science are the mirror of science education, since it is this very notion that influences their attitude and the way they perceive science and learning achievement in school. In spite of the importance attached to science education in the society, there has been a low level of students’ achievement at all levels of education in schools as revealed in public examinations results. This low level of achievement has been an issue of concern to stakeholders in education and the basis of this could not been ascertained, whether it is student or teacher related factor. It could be inferred that attitude is an attribute of personality that can be expressed in terms of likes, or dislikes, interest, values, positive or negative feelings to issues or opinions
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