SELF-EFFICACY AND LEARNING STYLES AS PREDICTORS OF ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL CHEMISTRY STUDENTS IN ANAMBRA STATE, NIGERIA

Abstract

The study examined self-efficacy and learning styles as predictors of academic performance among secondary school Chemistry students in Ogbaru Local Government Area. The study was guided by three research questions, and three hypotheses (tested at 0.05 level of significance). The study is a cross-sectional survey research which adopted a predictive design. The study population comprised of 647 Senior Secondary two (SS2) Chemistry Students from 11 public school selected in Ogbaru local government area. Using a purposive sampling technique, a total sample size of 99 was drawn from the population. Two research instruments were given out to respondents, they include, the General Self-Efficacy questionnaire (GSE) developed by Schwarzer et al., (1995) and Visual Auditory Read-write Kinesthetic (VARK) learning style questionnaire to asses learning styles, developed by Flemming (2012). Academic performance was measured using Chemistry test score of students provided by the teachers. Research instruments were validated by experts from the Department of Science Education, Nnamdi Azikiwe University Awka, and internal consistency was established using Cronbach’s alpha coefficient. Data collected from respondents were analyzed using the multiple regression statistical method. Findings show that self-efficacy and learning styles significantly predict academic performance among secondary school Chemistry students in Ogbaru L.G.A. Based on research findings, it was recommended that Chemistry teacher should be trained on how best to involve students’ learning styles by using a variety of instructional styles and paces so as to facilitate students’ performance in Chemistry. This could be achieved through seminars and workshops for teachers in secondary school. Also, Teachers should be responsible to their students to enhance students’ self-efficacy.