Exploring the Relationship between Self-Efficacy and Academic Performance of Ogun State Senior Secondary School Biology Students

Abstract

This study explored the relationship between self-efficacy and academic performance of Ogun State Biology students in the senior secondary school level. We used a correlational research design and selected 4,029 respondents from senior secondary schools in Ogun State (Public). The data collection instrument was an adopted Academic Self-Efficacy Scale. Descriptive statistics, including mean, frequency counts, and percentage addressed the research questions, while PPMC (Pearson Product Moment Correlation) tested the research hypothesis guiding the study. It was revealed from the results that self-efficacy level of Ogun State senior secondary school Biology students was high (Mean self-efficacy score = 130.94; Standard Deviation = 18.744), there was a significant difference in self-efficacy of Biology students based on gender (p < 0.05). However, in the academic performance of biology students based on gender, there was no difference observed (p > 0.05). Moreover, a significant but weak relationship was found between self-efficacy and academic performance of Biology students (r = 0.084, p = 0.000). It was recommended from the study that there should be provision of support and guidance to sustain students’ high self-efficacy level which will further improve their academic performance. Biology teachers should focus on developing students' self-efficacy.