Influence of Self-instructional Strategies on the Academic Achievement of Students in Public Secondary Schools in Ohaji, Imo State, Nigeria

Abstract

In this study, the researcher examined the influence of self-instructional strategy on the academic achievement of students of public secondary schools in Ohaji, Imo State. Four research questions and four hypotheses guided the study. The instrument that was used for data collection was a 16-item questionnaire titled; ‘Influence of Self-instructional Strategy on the Academic Achievement of Students in Public Secondary Schools in Ohaji Questionnaire (ISSAASPSSOQ)’. The instrument was validated by three experts; two from the Department of Educational Management and Policy and one from the Department of Educational Foundations, all in the Faculty of Education, Nnamdi Azikiwe University, Awka. The instrument consisted of four sections with an average value of 0.88. The reliability of the instrument was obtained through a pilot study and analysis using Cronbach alpha. Pearson Product Moment Correlation Coefficient was used to answer the research questions and test the hypotheses. The coefficients of correlation were classified into the forms of relationship they exhibit. In testing the hypotheses where p-value is less than 0.05, the null hypothesis is rejected, if however, it is otherwise, the null hypothesis is accepted. It was therefore recommended among others that teachers should prepare their students with strategies for self-instructions.