PROSOCIAL BEHAVIOUR AND ACADEMIC INTEREST AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN CHEMISTRY AMONG SECONDARY SCHOOL STUDENTS IN AWKA SOUTH LOCAL GOVERNMENT AREA

Abstract

This study investigated prosocial behaviour and academic interest as predictors of academic 
achievement in Chemistry among secondary school students in Awka South Local Government 
Area. The study is guided by three research questions and three postulated research hypotheses. 
Participants were drawn from 10 randomly selected secondary schools in Awka South LGA. 260 
Participants were selected through a simple random sampling technique consisting of 130 boys 
and 130 girls. The study adopted a cross-sectional survey design. Two research instruments were 
used in the present study, they are Prosocialness Scale (PS) and Academic Interest Scale for 
Adolescents (AISA). Analysis of data was conducted using the multiple regression statistic. 
Results indicate that prosocial behaviour and academic interest account for 24.4%% of variance 
in academic achievement (R = .494, R² = .244, F (2, 257) = 41.47, p < .001) indicating a strong 
joint prediction. Independently, prosocial behaviour significantly and positively predicts academic 
achievement in chemistry (β = .239, P < .05). Similarly, academic interest significantly and 
positively predicted academic achievement in Chemistry (β = .417, P < .05). Relative to research 
findings, it is recommended that teachers should receive professional development since they have 
a significant influence on students' prosocial behavior and academic interest.  Schools should thus 
fund professional development initiatives that give educators the tools they need to inspire 
students, foster inclusive learning environments, and encourage group projects.  Training sessions 
could concentrate on employing student-centered teaching methods, controlling group dynamics, 
and encouraging intrinsic drive.