Academic Self-Concept as a Predictor of Senior Secondary Students’ Achievement, Retention, and Interest in Physics

Abstract

This study investigated the extent to which academic self-concept predicts students’ achievement, retention, and interest in Physics among senior secondary school students in the Onitsha Education Zone of Anambra State, Nigeria. The persistent underachievement in Physics— especially in wave-related concepts like reflection, refraction, and sound—prompted the exploration of psychological variables that may influence learning. Academic self-concept, defined as a learner’s perception of their academic ability, has been widely acknowledged as a critical factor in student motivation and cognitive engagement, yet empirical data in the Nigerian context remain limited. A correlational survey design was adopted. The study population comprised 1,323 SS2 Physics students, from which a sample of 399 was drawn using Taro Yamane’s formula and multistage sampling. Instruments used included the Academic Self-Concept Scale in Physics (ASCSP), Physics Achievement Test (PAT), and Physics Interest Inventory (PII), all validated and found reliable with Cronbach Alpha coefficients of 0.82, 0.79, and 0.70 respectively. Data analysis involved linear regression and ANOVA at the 0.05 significance level. Findings revealed that academic self-concept significantly predicted achievement, retention, and interest in Physics. Gender also moderated the predictive strength, showing slight differences between male and female students. The study concludes that fostering a positive academic selfconcept is essential for improving Physics learning outcomes. It recommends the adoption of supportive teaching strategies and counseling programs that promote students’ self-belief. Further research is suggested to explore long-term effects and the influence of cultural and socioeconomic factors on students’ academic self-concept in Physics.