SELF–ESTEEM, PEER PRESSURE, EXAMINATION ANXIETY AND ACADEMIC PERFORMANCE OF SENIOR SECONDARY STUDENTS IN DELTA NORTH SENATORIAL DISTRICT, NIGERIA

P. Mordi, A. Onoyase

Abstract


This study examined self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary students in Delta North Senatorial District of Delta State. Six research questions and six hypotheses guided the study. The study adopted a correlational research design. The population of the study comprised all public Senior Secondary School Three (SSS 3) students in Delta North Senatorial District. The sample of the study comprised 1,647 senior secondary school students in Delta North Senatorial District. A multistage sampling procedure was used. A questionnaire and students’ English Language questions were used for data collection in this study. The face validity of the questionnaire was examined through experts’ judgment while factor analysis was used to estimate its content and construct validities. The reliability was tested by using Cronbach’s alpha for estimating the internal consistency of the instrument. This yielded a reliability index of 0.61 for Self-Esteem Rating Scale; 0.70 for Peer Pressure Rating Scale; and 0.71 for Examination Anxiety Rating Scale. The data obtained were analysed with Pearson’s coefficient of determination and regression statistics at a 0.05 level of significance. The findings of the study revealed that there is a significant relationship between self-esteem and academic performance; between peer pressure and academic performance; between examination anxiety and academic performance; and among self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary school students. The study, however, found that there is no significant moderating impact of sex and school location on the relationship between self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary school students. The study recommended that Guidance counsellors should implement the psychoeducational program in schools to provide a chance for students to express themselves and develop their self-esteem and self-confidence.

 

Article visualizations:

Hit counter


Keywords


self–esteem; peer pressure; examination anxiety; academic performance; secondary school students

Full Text:

PDF

References


Abubakar, A., Hilman, H., & Kaliappen, N. (2018). New Tools for Measuring Global Academic Performance. SAGE Open, 8(3), 1-10.

Adesoji, F. A., & Olatunbosun, S. M. (2008). Student, teacher and school environment, factors determinants achievement in senior secondary school chemistry in Oyo State, Nigeria. The Journal of International Social Research, 1(2), 13-34.

Akpan, B. B. (2008). Nigerian the future of science education. Science Teachers Association of Nigeria (STAN). Ibadan, Nigeria: Oluseyi Press limited.

Apuh, G. A. (2020). Factors affecting students’ academic achievement in Chemistry: A case of Obudu Local Government Area. https://ssrn.com/abstract=3554319

Awodun, A. O., Oni, S. A., & Aladejana, A. L. (2014). Students’ Variables as Predictor of Secondary School Students’ Performance in Physics.

Bankole, E. T., & Ogunsakin F. C. (2015). Influence of peer group on academic performance of secondary school students in Ekiti State. International Journal of Innovative Research and Development, 4(1), 324-331.

Bello, I. (2016). Self-esteem, parental attitude to school and academic performance of senior secondary school students in Gombe metropolis: implication for counselling. Unpublished Masters Dissertation. Usmanu Danfodiyo University, Sokoto.

Birjandi, P., & Alemi, M. (2010). The Impact of Test Anxiety on Test Performance among Iranian EFL Learners. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 1(4), 44-58.

Bosede, A. F. (2010). Influence of sex and location on the relationship between students’ problems and academic performance. The Social Science, 5(4), 340-345.

Brunner, M., Keller, U., Hornung, C., Reichert, M., & Martin, R. (2009). The cross-cultural

generalizability of a new structural model of academic self-concepts. Learning and

Individual Differences, 19, 387-403.

Ekpenyong, E. E. (2017). Influence of school location on students’ academic achievement in social studies in colleges of education in Cross River State, Nigeria. Journal of Research in Science and Technology, 7(2), 72-87.

Ellah, K. E., & Ita, P. M. (2017). Correlational Relationship between school location and Students’ academic performance in English Language in Nigerian Secondary Schools. International Journal of Scientific and Research Publications, 7(9), 381-384

Eraikhuemen, O. O. (2014). Influence of teaching facilities on academic achievement of students in secondary schools. Electric Journal of Research in Educational Technology, 18(8), 40-54.

Ezeudu, S. A. (2003). Classroom environment as correlate of students’ cognitive achievement in senior secondary school Geography. The Journal of WCCI Nigeria Chapter, 4(2), 65-73.

Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6), 644–653. https://doi.org/10.1016/j.lindif.2010.08.001

Hartney, E. (2011). What is peer pleasure? http://www.agrange.edu/responses/pdf/citations/nursing/adolscents%20selfesteem.pdf update July 5, 2011.

Hassan, A. A., Ali, H. I., Salum, A. A., Kassim, A. M., Elmoge, Y. N., & Amour, A. A. (2015). Factors Affecting Students’ Performance in Chemistry: Case Study in Zanzibar Secondary Schools. International Journal of Educational and Pedagogical Sciences, 9(11), 4086-4093.

Jones, V. (2010). Stronger links: A guide to good practice for children’s family-based short-term care service. Briston: Policy Press.

Kellie B. Gormly (2013). Peer pressure for students and adults can be positive. Pittsburgh Tribune Review. http://www.agrange.edu/responses/pdf/citations/nursing/adolscents%20selfesteem.pdf.

Kimura, K., Ote, M., Tazawa, T., & Yamamoto, D. (2005). Fruitless specifies sexually dimorphic neural circuitry in the Drosophila brain. Nature, 438(7065), 229–233. https://doi.org/10.1038/nature04229

Liu, W. C., Wang, C. K. J., Tan, O. S., Koh, C., & Ee, J. (2009). A self-determination approach to understanding students’ motivation in project work. Learn. Individ. Differ., 19, 139–145. doi: 10.1016/j.lindif.2008.07.002

Mamat, A. A. B. (2019). A study of self-esteem and academic achievement of adolescents in Urban and rural area. A Project Submitted to the Faculty of Cognitive Sciences and Human Development.

Mugambi, N. (2014). Impact of Self-Esteem on Learners Academic Performance at Class room Level in United States. International Journal of Educational Research. Retreved from http://www.doi:10:10:10lb/j.ifer.2011.06.004.

Nnorom, S. U., Anyanwu, J. A., & Stephen, E. (2020). Causes of Examination Anxiety on the Academic Performance of Secondary School Students in Okigwe Zone 1 Imo State, Nigeria. EduLine: Journal of Education and Learning Innovation, 1(1), 75-83.

Obikeze, N. O., & Umezulike, R. E. (2013). Dynamics of guidance and counseling in Nigeria, Onitsha: Ofoma Publisher

Oginni, A. M., Awobodu, V. Y., Alaska, M. O., & Saibu, S. O. (2013). School factors as correlates of students’ achievement in Chemistry. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 3(3), 1516-1523.

Ogunleye, B. O. & Adepoju, O. F. (2011). Everyday phenomenon in Physics Education: Impact on male and female students‟ Achievement, Attitude and practical skills in urban and peri-urban settings in Nigeria. Pakistan Journal of Social sciences, 8(6), 316-324.

Olaitan, A. W., & Moroluyo, A. T. (2014). Contributions of Test Anxiety, Study Habits and Locus of Control to Academic Performance. British Journal of Psychology Research, 2(1), 14-24.

Olalekan, A. B. (2016). Influence of peer group relationship on the academic performance of students in secondary schools: A case study of selected secondary schools in Atiba Local Government Area of Oyo State. Global Journal of Human-Social Science, 16, 4.

Olasehinde, K. J., & Olatoye, R. A. (2014). Scientific Attitude, Attitude to Science and Science Achievement of Senior Secondary School Students in Katsina State, Nigeria. Journal of Educational and Social Research, 4, 445.

Onah, E. F. (2011). Influence of sex and school location on students’ achievement in agricultural science. African Journal of science, Technology and Mathematics Education (AJSTME), 1(1) 96-102.

Owoeye, J. S., & Yara, P. O. (2011). School location and academic achievement of secondary school in Ekiti State, Nigeria. Journal of Asian Social Science, 7(5).

Paechter, M., Macher, D., Martskvishvili, K., Wimmer, S., & Papousek, I. (2017). Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics. Frontiers in psychology, 8, 1196. https://doi.org/10.3389/fpsyg.2017.01196

Skaalvik, S., & Skaalvik, E. M. (2004). Gender differences in math and verbal self-concept, performance expectations, and motivation. Sex Roles: A Journal of Research, 50(3-4), 241–252. https://doi.org/10.1023/B:SERS.0000015555.40976.e6

West African Examination Council (2020). Chief Examiners’ Report.

Zeidner, M. (2008). Test anxiety: The state of the art. Springer Science & Business Media.




DOI: http://dx.doi.org/10.46827/ejse.v9i1.4733

Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).