Appraisal of the Role of Self-efficacy on Students’ Academic Achievement in Secondary School Chemistry

Omobola Ajibike Odedokun, Kayode Taiwo Ishola, Oladayo Tunde Bolarinwa, Adiket Abubakar


Self-efficacy as an independent variable has been identified as one of the most important factors that predict students’ continuous academic achievement. The role of self-efficacy on students’ academic achievement in chemistry has been examined among 150 students in two Oyo State schools of science. A questionnaire that contains 20 items on students’ academic self-efficacy was employed, while the academic achievement of the students was measured through an achievement test containing 20 chemistry questions. A descriptive survey research design was employed for the study. A Pearson correlation was utilized to determine the strength, as well as the positive or negative direction, of relationships between the variables. Linear regression was employed to determine the extent to which academic achievement is related to self-efficacy at the P < 0.05 statistical significance level. The analysis was carried out using R software version 3.6.2. The results of the analysis revealed a weak positive correlation between academic achievement and students’ self-efficacy. It was concluded that self-efficacy has a significant role in promoting academic achievement in chemistry. Therefore, students should develop themselves by cultivating the attitude of practicing everything they are being taught in chemistry every day. It is recommended that classroom activities be made very interesting and challenging for students’ efforts. Support and encouragement should be given to each student as he or she does his or her best to complete the assigned task.


Academic Achievement, Chemistry, Education, Self-efficacy

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