Reasoning Ability and Self-efficacy as Predictors of Academic Achievement amongSecondary School Chemistry Students in Kaduna South Local Government Area, KadunaState, Nigeria

Abstract

The study investigated reasoning ability and self-efficacy as predictors of academic achievement among secondary school chemistry students in Kaduna South Local Government Area, Nigeria. The sample comprised of four hundred (400) SS11 students selected using simple random sampling technique from a population of two thousand eight hundred and eighty nine (2889) students. Correlational study was adopted for the study. Two instruments were validated and used for data collection; these are Group Assessment of Logical Thinking (GALT) with a reliability coefficient of 0.84 and Chemistry Self-efficacy Instrument (CSI) with a reliability coefficient of 0.81.The students’ MOCK Examination scores were used as the achievement score and was used to measure the academic achievement of the students. Three research questions were stated to guide the study, these research questions were analyzed using descriptive statistics. Three null hypotheses were also stated and Regression analysis was employed to analyze the data at P ≤ 0.05. Major findings of the study indicated that reasoning ability and selfefficacy are good predictors of academic achievement in chemistry and could account for achievement by 90% and 32% respectively for reasoning ability and self-efficacy. Based on this, it was concluded that reasoning ability and self-efficacy are positive predictors of academic achievement in chemistry and that reasoning ability is the best predictor of academic achievement of students in chemistry. It is therefore recommended that students at all levels should be exposed to reasoning ability skills and high self-efficacy in teaching and learning environment.
Key words: Reasoning ability, self-efficacy, Academic achievement