AN IN-DEPTH ASSESSMENT OF SELF-EFFICACY AND ACADEMIC ACHIEVEMENT AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN ENUGU EAST LGA

Abstract

This paper aims to explore and assess the level of self-efficacy and its relationship with academic achievement among junior secondary school students in Enugu East Local Government Area (LGA). The study further seeks to understand if there exist significant differences in self-efficacy and academic achievement based on various demographic factors such as gender, age, and location. An in-depth assessment was conducted to investigate the relationship between self-efficacy and academic achievement among junior secondary school students in Enugu East LGA. The study included participants from various schools in the LGA and aimed to understand how self-efficacy impacts academic performance. The results showed a significant correlation between self-efficacy and academic achievement, with students who had higher levels of self-efficacy performing better academically. This suggests that enhancing self-efficacy can lead to improved academic outcomes for students. Furthermore, the study also identified specific factors that contribute to self-efficacy among junior secondary school students, such as parental support, teacher encouragement, and peer influence. These findings can inform interventions and strategies for improving self-efficacy among students, which may ultimately lead to better academic achievement. In conclusion, this study provides valuable insights into the relationship between self-efficacy and academic achievement among junior secondary school students in Enugu East LGA. It highlights the importance of promoting self-efficacy among students and provides practical recommendations for educators, parents, and policymakers to enhance academic outcomes for students in this region.