Abstract
This study examined psychological factors as correlates of students’ academic performance in Education Psychology (EDUC 203) at Gombe State University. The study adopted a correlation design. The population used for this study was level two undergraduate students with a total of 781 students. Purposive sampling was used where the whole population was used as sample since the population was accessible in the exams office. Two hypotheses were tested using Pearson Product Moment Correlation (PPMC). The instrument used for this study was psychological factors scale. It has face, content and constructs validity. It was also reliable with obtaining the alpha value of 0.668 for academic engagement and 0.781 for social engagement. The result revealed that there is significant relationship between academic engagement and performance of students in Educational Psychology (EDUC 203). It was also a significant correlation between social engagement and students’ academic performance in Educational Psychology. Based on the findings, it was concluded that there is significant relationship between academic engagement, social engagement and students’ academic performance in Educational Psychology (EDUC 203). The study therefore recommend that lecturers should invariably engaged students academically and socially in their studies so as to improve their academic performance.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call