Thinking Disposition Factors Influencing Secondary School Students’ Academic Self Concept and Achievement in Civic Education in Ondo and Osun States, Nigeria

Abstract

Numerous studies exist regarding the influence of thinking disposition factors on students’ academic achievement, but little research exists on its relationship and influence on academic self-concept and achievement in selected entrepreneurship concepts in Civic Education. This study, therefore, investigates the predicting effects of thinking disposition factors on the academic self-concept and achievement of secondary school students in Ondo and Osun States, Nigeria. A field-based approach is adopted to collect quantitative data through the use of a questionnaire from 528 senior secondary school students from two states in Nigeria. Multiple regression statistical analysis is used and shows that the independent variables are collectively good predictors of academic self-concept but not for academic achievement. These findings are limited to participants and they investigate variables in two states. Thus, efforts should be increased in the future to extend the study’s scope to secondary schools in other the states of Nigeria. These findings provide evidence for teachers in the Nigerian school system that cognitive achievement should not be overly emphasized in the secondary school system in Nigeria.

Aus. & NewZe J. Soci Busi. Env. Sus. Vol 2(1), April 2016, P 1-14