Psychosocial Factors as Correlates of Pupils’ Academic Achievement in English Language: Implications for Educational Evaluators

Abstract

Proper and adequate command of English Language is a key to understanding other school subjects. This is sequel to the fact that English Language is the official language in Nigeria’s education system. Yet, the Nigerian child is battling with achievement in the subject. It is therefore, necessary to investigate the factors responsible for poor achievement in the subject with a view to proffering solutions. Hence, the study investigated the relationship between psychosocial factors and pupils’ academic performance in English language. The study adopted correlational research design. The instrument for data collection was a questionnaire developed by the researchers. The questionnaire was face validated and trial tested and an internal consistency reliability index of 0.75 was obtained using Cronbach alpha method. Data obtained were analyzed using simple linear regression analysis. The findings of the study revealed among others that there is a significant relationship between attitude and pupils’ academic achievement in English language and that there is a positive relationship between motivation and pupils’ academic achievement in English language. These findings have implications for pupils’ education career since Nigerian universities do not admit a student without a credit in English language. Based on the findings of the study, the researchers recommended among others that pupils should be adequately motivated to achieve more in English language.