PERCEIVED INFLUENCE OF PSYCHOLOGICAL AND SOCIAL FACTORS ON SECONDARY SCHOOL STUDENTS' ACADEMIC ACTIVITIES IN BIOLOGY IN AWKA SOUTH LOCAL GOVERNMENT
Keywords:
Self-concept, Test Anxiety, Intelligence Quotient, Peer Group, Socio Economic Status, Teacher-Student Relationship, Academic Activities, Senior Secondary School BiologyAbstract
This study examined the perceived influence of psychological and social factors on
students' academic activities in senior secondary school biology in Awka South
Local Government Area of Anambra State. The study adopted a descriptive survey
research design. The population comprised 1,648 Senior Secondary School Two
(SSII) biology students from 19 government-owned secondary schools in the study
area. A sample of 160 students was drawn using a multi-stage sampling technique.
The study was guided by six research questions. Data were collected using a
structured questionnaire, which was validated by experts from the Science
Education Department and a specialist in Education Measurement and Evaluation.
The reliability of the instrument was established using Cronbach Alpha, yielding a
coefficient of 0.72, indicating high internal consistency. Data were analyzed using
mean and standard deviation. Findings revealed that students with positive self
concepts achieve better results and demonstrate resilience in academic challenges,
while test anxiety reduces focus and confidence, negatively affecting performance.
Students with higher intelligence quotients exhibited superior cognitive abilities,
enhancing academic achievement. Positive peer influence promoted collaboration
and motivation, whereas negative peer influence encouraged distraction and
procrastination. Socio-economic status was perceived to have minimal direct
impact on academic performance, provided equal learning opportunities exist.
Furthermore, positive teacher-student relationships enhanced motivation,
engagement, and academic outcomes. Based on these findings, the study
recommends fostering positive self-concepts through motivational and support
programs, implementing strategies to reduce test anxiety, and promoting
constructive peer interactions and supportive teacher-student relationships to
improve students' academic performance in biology.
