INFLUENCE OF ACADEMIC SELF-CONCEPT, ATTITUDES AND COMPLIANCE

ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

IN GOMBE STATE

BY

Habiba ISAH, BA (Ed) Islamic Studies,

M.Ed/EDUC/36540/2012-2013

A DISSERTATION SUBMITTED TO POSTGRADUATE SCHOOL,

AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF

REQUIREMENTS FOR THE AWARD OF MASTERS DEGREE IN

EDUCATIONAL PSYCHOLOGY

DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING,

FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY,
ZARIA NIGERIA

NOVEMBER, 2015

i
 DECLARATION

I hereby declare that the work in this dissertation titled Influence of Academic Self-concept,

Attitudes and Compliance on Academic Performance of Secondary School Students in Gombe

State, is performed by me in the department of Educational Psychology and Counseling under

the supervision of Prof M. Balarabe and Prof K. Mahmoud. The information derived from the

literature has been duly acknowledged in the text and a list of references provided. No part of

this work has been presented for another degree on any other programme.

………………… …………………

ISAH, Habiba Date

ii
 CERTIFICATION

This dissertation entitled: Influence of Academic Self-concept, Attitudes and Compliance on

Academic Performance of Secondary School Students in Gombe State, by Isah, Habiba meets

the requirements governing the award of Degree of Masters of Education in Psychology in the

Department of Educational Psychology and Counselling of Ahmadu Bello University, and is

approved for its contribution to knowledge and literary presentation.

……………………………………. …………………
Prof. M. Balarabe Date
Chairman, Supervisory Committee

……………………………………. …………………
Prof. K. Mahmoud Date
Member, Supervisory Committee

…………………………………….. ………………….
Prof. M. Balarabe Date
Head, Department of Educational
Psychology and Counselling

………………………………….. ………....………
Prof. K. Bala Date
Dean, School of Postgraduate Studies

iii
 DEDICATION

This work is dedicated to my late mother Maimuna Muhammad (Inna muna), who epitomize

virtues of exemplary moral rectitude and decency. She not only encouraged me to pursue this

program, she passed on barely a month after I started it. So also is my son Sheik Hassan-Yasin

that I toiled with by starting this program with him when he was one year old. These symbolic

things constantly remind me that no condition is permanent.

iv
 ACKNOWLEGEMENT

I like to thank the numerous people that played important roles in my venture to acquire this

Masters Degree. They constantly reminded me that the sky is my beginning with the right

motivation, dedication and hard work.

My Supervisor, Professor M. Balarabe led me through the finest literary and academic pursuit.

So also Professor K. Mahmoud for a painstaking and constructive direction that helps to produce

this work.

My lecturers in the Department of Educational Psychology and Councelling - Prof E.F. Adeniyi,

Prof. R. M. Bello, Prof S.Sambo, Dr. Y. Umaru, Dr. A. I. Mohammed, Dr. M. I. Abdullahi,

Dr. J.O. Bawa, Dr. L.K. Maude, Dr. D. Oliagba, Dr. U. Musa and Dr. Y. Khairat, Dr. Hadiza

Tukur who doubled as my Principal at secondary school and also my lecturer at ABU, I will

treasure the knowledge, discipline and finesse. Dr. E.T. Jocthan of Faculty of Education Gombe

State University have been inspirational. Special appreciation to Dr. M. Bello of Faculty of Vet.

Medicine.

My best friend and husband Shehu Lamuwa. He gave me inspiring rhetoric to always pursue

excellence in life. I am sure he would want me go to the next level.

I will like to thank my brother Barr Aliyu Barde and his wife Aishatu Jalo Bajoga for their

countless support and understanding. Barr Dayyabu Ahmed (SP) and his entire family especially

to my sister Hadiza Isah Dayyabu for such a wonderful love. Thanks for being my devoted fan.

My friends and class mates have provided a healthy academic comradie – Amina Ahmad Gusau,

Adamu Zange, Fatima Darazo, Sagir Sayyadi, Haruna Muhammad, Hamisu Umar and my entire
v
colleagues. Anna Litvinova has been specially more than a friend and sister. You all provided

fondest memory of a postgraduate life.

My uncle Alhaji Jibir Halilu Dukku is our role model. My cousin Dr Sani Jibir, and brother

Abubakar Isah, played key roles in this endeavour. Hadiza Isa waziri, Muhammad, Fati, Hauwa

and Maryam Isa Waziri make a feeling of complete reverence and were immensely helpful.

Finally to my children, Lateefa, Nasreen, Fatima, and Khalil for their patience and being there

for me always.

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 ABSTRACT

This study focused on students‟ academic self-concept, attitudes and compliance on academic
performance of senior secondary school students in Gombe state. The objectives of this study is
to determine the relationship between academic self-concept and academic performance of the
students, to determine the relationship between attitudes towards academic activities and
academic performance of the students and to also determine the relationship between compliance
to school rules and academic performance of the senior secondary school students. Six
hypotheses were formulated. Relevant literature is viewed regarding the concepts and
components. The study is a survey research which is carried out inform of correlational design,
the instruments used consist of both survey and test performance which were constructed by the
researcher and are tested using test retest method, a reliability coefficient of alpha level of 0.703,
0.794 and 0.699 was found for academic self-concept, attitudes towards academic activities and
compliance to school rules respectively. The study used 430 samples of students. The data was
analyzed using Pearson Product Moment Correlation statistics (r) and t test in finding the
difference between male and female students. The result shows that, significant relationship exist
in students‟ academic self-concept and their academic performance with a correlation index of
0.583 and p-value of 0.000, their attitudes towards academic activities and their performance at
0.507 and p=0.027, while relationship exist between compliance to school rules and academic
performance at the value of 0.621 and p=0.000. The study established that significant difference
does not exist between male and female students academic self-concept and their attitudes
towards academic activities, while significant difference exist in their compliance to school rules,
with t 7.056 and p=0.000. Some recommendations by the researcher include: Teachers should be
committed to their work, establish good relationship with their students, they should be role
models and demonstrate positive compliance; Parents should motivate their children to maintain
positive academic self-concept, encourage their positive attitudes towards academic activities
and compliance by paying attention to all their welfare issues such as school fees, books, feeding
and being involved in their after school activities; Students should maintain their academic self-
concept and improve their academic performance by striving to have good grades in their exams.

vii
TABLE OF CONTENTS Page

Title Page i

Declaration ii

Certification iii

Dedication iv

Acknowledgement v

Abstract vii

Table of Contents viii

List of Tables xi

Operational Definition of Terms xii

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study 1

1.2 Statement of the Problem 4

1.3 Objectives of the Study 4

1.4 Research Questions 5

1.5 Research Hypotheses 6

1.6 Basic Assumptions of the Study 6

1.7 Significance of the Study 7

1.8 Scope and Delimitations of the Study 8

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction 10
viii
2.2 Conceptual Frame Work 11

2.3 Theoretical Frame Work 33

2.3.1 Adler's theory of self-concept 33

2.3.2 Dissonance theory of attitudes 34

2.3.3 Milgram's obedience theory 35

2.3.4 Kohlberg theory of morality 37

2.3.5 Piaget's cognitive development theory 38

2.4 Review of Empirical Studies 40

2.5 Summary 45

CHAPTER THREE: METHODOLOGY

3.1 Introduction 49

3.2 Research Design 49

3.3 Population of the Study 49

3.4 Sample and Sampling Technique 50

3.5 Instrumentation 52

3.5.1 Description of the instruments 52

3.5.2 Scoring of the instruments 53

3.5.3 Validity of the instruments 53

3.5.4 Pilot testing 54

3.5.5 Reliability of Instruments 54

3.6 Procedure for Data Collection 55

3.7 Procedure for Data Analysis 56

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CHAPTER FOUR: RESULTS AND DISCUSSION

4.0 Introduction 57

4.1 Analysis of Bio Data Variables 57

4.2 Answering Research Questions 58

4.3 Testing of Research Hypothesis 63

4.4 Summary of Major Findings 69

4.5 Discussion of Findings 69

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction 78

5.1 Summary 78

5.2 Conclusion 79

5.3 Recommendations 80

5.4 Suggestions for Further Studies 81

REFERENCES 82

APPENDICES 90

x
 LIST OF TABLES Page

Table 3.1: Distribution of the Population according to Educational Zones 50

Table 3.2: Sampled schools 51

Table 3.3: Selected Sample Size 51

Table 4.2.1 Distribution of respondents by gender 57

Table 4.2.2 Distribution of respondents by age group 58

Table 4.3.1 Analysis of responses of students on influence of academic 59

Self-concept on academic performance

Table 4.3.2 Analysis of responses of students on influence of attitudes 60

towards academic activities on academic performance

Table 4.3.3 Analysis of responses of students on influence of compliance 60

to school rules on academic performance
Table 4.3.4 Analysis of gender difference of students academic self-concept 61

Table 4.3.4 Analysis of gender difference of students attitudes towards academic

activities 62

Table 4.3.4 Analysis of gender difference of students compliance to school rules 63

Table 4.4.1 Analysis of relationship between students academic self-concept

and their academic performance 63

Table 4.4.2 Analysis of relationship between students attitude towards academic

activities and their academic performance 64

Table 4.4.3 Analysis of relationship between students compliance to school rules

and their academic performance 65

Table 4.4.4: Analysis of the difference in the academic self-concept of male and
female students using independent t-test statistics. 66

Table 4.4.5: Analysis of the difference in the attitudes towards academic activities
of male and female students using independent t-test statistics. 67

Table 4.4.6: Analysis of the difference in the compliance to school rules of male and
female students using independent t-test statistics. 68

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 LIST OF APPENDICES

Page

Appendix A: Academic self-concept questionnaire (ASCQ) 90

Appendix B: Attitudes toward academic activities questionnaire (ATAAQ) 91

Appendix C: Compliance to school rules questionnaire (CSRQ) 92

Appendix D: English language test 93

Appendix E: Mathematics test 96

xii
 OPERATIONAL DEFINITIONS OF TERMS

The following operational definitions of terms served as the reference for the language used in

this study.

ACADEMIC PERFORMANCE refers to students‟ scores in English language and mathematics

tests given to them by the researcher.

ACADEMIC SELF- CONCEPT refers to students‟ perception about their school and academic

abilities.

ATTITUDES refer to students‟ beliefs, feelings and behaviour towards school and academic

activities.

COMPLIANCE refers to the degree of which students respect and obey regulations and

behavioural guidelines established by the school.

xiii
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Self-concept has had a long history within Psychology and Education because it provides

a gauge to determine the effects, academic and social functioning on the emotional wellbeing of

the individual (Kevin 2008). Carl Rogers and Abraham Maslow were the first to establish the

notion of self concept. According to Rogers in Burns (1978), every one strives to reach an “Ideal

self”. He also suggested that psychologically, healthy people actively move away from roles

created by the expectations and interest of others and look within themselves for validation.

Researchers such as Alfred Mead saw no other birth place for “self” other than the

society. The self of any individual develops as a result of his relationship to the processes of

social activities, experience and to other individuals within those processes. The self-concept as

an object arises in social interactions as an outgrowth of the individuals concern. It also deal with

how others react to the individual and is generally viewed as a valued educational outcome.

(Aronson,.Wilson, and Akert, 2010).

Academic Self concept also had a long history within Psychology and Education.

Students‟ self-concept about their capabilities in school determine how well they perform in

school. The perception of their self, plays a vital role in their performance. Balarabe and Bakari

(2013), explained that self-concept is multi-faceted, hierarchical, organized and structured,

descriptive and evaluative, stable, and yet increasingly situation specific. This explanation is

consistent with the multidimensional and hierarchical models of self-concept by Shavelson,

Hubner, and Stanton. Again in Balarabe and Bakari (2013), this model proposed that Academic
1
self concept is one of several different facets of the self that contribute to the individuals‟ general

self-concepts.

Students in senior classes are mostly adolescents and tend to grow by being promoted from one

class of the next, and so their self-concept increases. They begin to rediscover themselves more

and more. Knowing the self-concept gives an opportunity for one to view himself in a unique

way which probably differs from how others may perceive him. Knowing the self also helps us

to build our image, ability and uniqueness. (Mcleod, 2013). The school may also develop

students‟ self-concept which could influence their behaviuor and academic performance.

Attitude generally has roles in molding the behavior of each individual student, because

its mental or neutral state of readiness is organized through experience. It exerts a directive and

dynamic influence upon the individuals response to all objects or situations with which it is

related. Mukherjee (2002) indicated that from experience, individuals acquire cognition and

feelings or attraction about things or situations of their environment and the readiness implies

that it is a kind of pre dispositions to respond, and therefore it gets operational components as

well. (Mukherjee, 2002).

Attitudes are formed through conditioning. In a classical conditioning, when a new

stimulus (the conditioning stimulus) is paired with a stimulus that already causes a certain

reaction (the un conditioning stimulus) the new stimulus begins to cause a reaction similar to the

one caused by the original stimulus. In another context, Operant conditioning is determined

when we are praised, given approval or acceptance for expressing certain attitude, or are

punished for expressing bad behavior, it then has a role to play in the behavior and performance

of the student at school. (Kendra, 2013).

2
 Students may form or change their attitude through the process of identification, that is,

seeing himself similar to another person or group and accepting the attitude of the person or

group of persons. The academic attitude of a child is often a satisfactorily predictive of his

performance in school. (Mukherjee 2002).

Compliance to school rules and regulations is another factor that affect the students life

in school. It involves altering the students‟ behaviour in order to comply to the behavioural

guidelines established by the school. Thus, compliance to school rules help to adjust their

behaviuor or thinking to bring it in line with some group standards, (Solomon in David, 2001).

There are so many reasons why people comply to rules which may include the desire and need,

to fit in, or to be accepted by others thereby maintaining order in one‟s life (David, 2001).

Generally, School rules are established to maintain good morals and social order and to

prevent bad peer group influence within the students. Students in the Secondary Schools are

mostly adolescents, and their peers greatly influence their reasoning during this period.

Reflecting the importance of social acceptance to young stars of this age, much have been

written about how peer conformity can create problems for early adolescents and about how

good children are often corrupted by the negative influence of peers. The view that peer groups

are mostly a bad influence during this period is overly accepted. Pressures from peers to comply

with misconduct increases in senior secondary schools. Therefore, school rules must be

maintained to shape students behaviour within the school premises and the society as a whole.

(Vaster, Haith, and Miller 1995).

Accordingly, Academic self-concept, Attitudes towards academic activities and

Compliance to school rules are part and parcel of both the male and female students lives in

senior secondary schools. This study found out the possible relationship between these variables
3
(Academic Self-Concept, Attitudes and compliance to school rules) and academic performance

of students in senior secondary schools in Gombe State.

1.2 Statement of the Problem

Parents, teachers, administrators and the society in general have expressed concern over

adolescents‟ self-concept, attitudes and compliance. Most of these adolescents are found in our

senior secondary schools. Students at this level increasingly develop their self-concept by seeing

themselves in a very specific and a unique way probably not the way others perceived them,

some of them commonly give themselves nicknames and have an exaggerated feeling of

wellbeing. The students also have different attitudes towards their believes and emotions which

trigger them to respond to other people, objects or events at home or at school in a certain way.

Despite their feelings of the self and their different types of attitudes towards things and

situations, they also found themselves in a school setting where they must comply to school rules

and behavioural guidelines as established by the school and breaking these rules may lead to

severe punishment. The researcher observed these factors and became interested in finding the

influence of Academic self-concept, Attitudes towards academic activities and compliance to

school rules on Academic performance of Senior Secondary School Students in Gombe State.

1.3 Objectives of the Study

This research is carried out to find out the following objectives

1. To determine the relationship between academic self-concept and academic performance

of senior secondary school students in Gombe State.

2. To determine the relationship between attitudes towards academic activities and

academic performance of senior secondary school students in Gombe State.

4
 3. To determine the relationship between compliance to school rules and academic

performance of senior secondary school students in Gombe State.

4. To determine the difference between male and females students academic self-concept in

senior secondary schools in Gombe State.

5. To determine the difference between male and females students attitudes towards

academic activities in senior secondary schools in Gombe State.

6. To determined the difference between male and female students compliance to school

rules in senior secondary schools in Gombe State.

1.4 Research Questions

For the purpose of this research, the following questions were raised:

1. What is the relationship between academic self-concept and academic performance of

senior secondary school students in Gombe State?

2. What is the relationship between attitudes towards academic activities and academic

performance of senior secondary school students in Gombe State?

3. What is the relationship between compliance to school rules and academic performance

of senior secondary school students in Gombe State?

4. What is the difference between male and female academic self-concept of students in

senior secondary schools in Gombe state?

5. What is the difference between male and female students attitudes towards academic

activities in senior secondary schools in Gombe State?

6. What is the difference between male and female students compliance to school rules in

senior secondary schools in Gombe State?

5
1.5 Research Hypotheses

For the purpose of this research, the following hypotheses were tested:

1. There is no significant relationship between academic self-concept and academic

performance of senior secondary school students in Gombe State

2. There is no significant relationship between attitudes towards academic activities and

academic performance of senior secondary school students in Gombe State.

3. There is no significant relationship between compliance to school rules and academic

performance of senior secondary school students in Gombe State.

4. There is no significant difference between male and female students academic self-

concept in senior secondary schools in Gombe State.

5. There is no significant difference between male and female students attitudes towards

academic activities in senior secondary schools in Gombe State.

6. There is no significant difference between male and female students compliance to school

rules in senior secondary schools in Gombe State.

1.6 Basic Assumptions

This study is based on the following assumptions:

1. It is assumed that there is significant relationship between academic self-concept and

academic performance of senior secondary school students in Gombe State.

2. It is assumed that there is significant relationship between attitudes towards academic

activities and academic performance of senior secondary school students in Gombe State.

3. It is assumed that there is significant relationship between compliance to school rules and

academic performance of senior secondary school students in Gombe State.

6
 4. It is also assumed that there is significant difference between male and female students

academic self-concept in senior secondary schools in Gombe State.

5. It is assumed that there is significant difference between male and female students

attitudes towards academic activities in senior secondary schools in Gombe State.

6. It is also assumed that there is significant difference between male and female students

compliance to school rules in senior secondary schools in Gombe state.

1.7 Significance of the Study

This study acquaints the researcher with the influence of academic self-concept, attitudes

and compliance to school rules on academic performance of students in senior secondary schools

in Gombe state. It also enhances and improves quality education. In addition, the study is of

great significance to school psychologist and counselors, government and policy makers, school

administrators, teachers, parents, students and all stake holders in education as they strive to

provide qualitative education to raise a better educational standard.

School psychologist and counselors will find this work very significant because it will

acquaint them with how these social psychological variables (Academic self-concept, attitudes

and compliance) relates to the students‟ academic performance in schools. This will enable them

to draw a cause of action and counseling.

The study will be significant to Government in policy making. It will help the policy

makers to make decisions that can be appropriate to Teaching/learning processes. The study will

also help Government in making appropriate educational decisions that will ensure quality

education at all levels and particularly the senior secondary schools.

7
 School administrators will find this study of great importance in planning school

activities, implementing curriculum contents, monitoring and assisting general academic

performance of students in senior secondary schools.

This study will acquaints teachers with how these variables (Academic self-concept,

attitudes and compliance to school rules) influenced students‟ performance and it will also help

teachers to pay special attention to learners particularly on these social psychological variables

and their relationship to students‟ learning.

Parents will also benefit from the study by understanding their children more and to

understand how they cope with these social psychological variables and their relationship to

students learning in schools. It will also help them to provide necessary assistance for their

children.

For the students, the study will help them to understand how the variables (Academic

self-concept, attitudes and compliance to school rules) influence their learning and it will help

them to adjust their social behavior in the school. The study will also help students in the tertiary

institutions to look at the gap this research might have leaving which will create a room for

further studies.

1.8 Scope and Delimitations of the Study

This study covers the variables such as academic self-concept, attitudes towards

academic activities and compliance to school rules and regulations, and to also see how these

variables relate with the students‟ academic performance in senior secondary schools. The study

used Government senior secondary school students including both male and females, taking its

sample from senior secondary two students (ss 2). The location of the study includes all the

8
Eleven local government areas of Gombe state, which are divided into five educational zones in

the state. The study is therefore limited all the private schools and government junior secondary

school students in the state.

9
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

The aims of this research are to investigate the influence of academic self-concept,

Attitude, and compliance to school rules on academic performance of senior secondary school

students in Gombe state. Therefore, it is imperative to review the related literature to the research

work, knowledge of recent ideas regarding the concepts, components, types and theories related

to the concepts and research investigations have been reviewed.

The conceptual framework of the study goes on to review the related literature on the

following sub-headings.

Conceptual framework

Concept of Self-concept

Concept of Attitude

Concept of Compliance

Concept of Academic Performance

Components

Components of the Self-concepts

Components of Attitude

Types of school rules and regulations

Academic self-concept and academic performance

Academic self-concept and Gender

10
 Attitudes towards academics activities and Academic Performance

Attitudes and Gender

Compliance to school rules and Academic Performance

Compliance to school rules and Gender

Gender and Academic Performance

Theoretical Frame Work

Adler‟s Theory of Self-concept

Dissonance Theory of Attitudes

Milgram‟s Theory of Obedience

Kohlberg theory of morality

Piaget‟s Cognitive Development Theory

Review of Related Studies.

Uniqueness of the study

Summary

2.2 Conceptual Framework

Concept of self-concept

The term self-concept is a general term used to refer to how someone thinks about or

perceives themselves. The self-concept is how we think about and evaluate ourselves. To be

aware of oneself is to have concept of oneself (Saul, 2008). Baumeister (1999) provides that self-

concept is the individual‟s belief about himself or herself including the person‟s attributes and

who and what the self is. Lewis (1990) suggests that development of concept of self has two

aspects.

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 The existential self: This is the most basic part of the self-concept; the sense of

being separate and distinct from others and the awareness of the constancy of self

(bee 1992). The child realizes that they exist as a separate entity from others and

that they continue to exist overtime and space. According to Lewis awareness of

the existential self begins as young as two or three months old and arises in part

due to the relation the child has with the world for example, the child smiles and

someone smiles back.

The Categorical Self: Having realized that he or she exists as a separate expiring

being, the child next become aware that he or she is also an object in the world.

Just as other objects including people have properties that can be experienced

(big, small, red, smooth and so on) so the child is becoming aware of him or her

self as an object which can be experienced which has properties. The self too can

be put into categories such as age, gender, size or skill. Two of the first categories

to be applied are age (“I am 3”) and gender (“I am a girl”) (Lewis 1990).

Burns (1978) conceives the self as a set of attitudes a person holds towards himself.

According to Gross (2005) the self is a cognitive structure that permits self-reflection and

organizes information about once self, he added that the self has motivational features which

include self-consistency, self-evaluation and self enhancement. Self-consistency (to maintain

ones existing view of oneself).

Self-evaluation (self-assessment to see oneself accurately) self enhancement (to maintain a

positive image of oneself (Gross 2005). Self-concept is one of the significant psychological

concepts for many of the developmental, clinical, social and specifically educational outputs. It is

12
in the common sense that positive self-concept may contribute positively in enhancing the

academic achievement level, as it consisted of two elements, descriptive and evaluative, the first

represents the individual personal belief or what can be called the self-image (Marsh, 1990).

Shavelson (1976) defined self-concept as the mental image or perception that one has of

oneself and shaped during his interaction with others and the surrounding environment, this can

be affected by the judgment of others as well as provided support. Moreover, he differed

between the self-concept that is formed according to the individual‟s perceptions for his own

behaviour and actions and based on others reaction (Braken, 1996). Hunt, (1997) explained in his

definition seven fundamental features related to the theoretical background of self-concept (Hunt

1992) those are:-

It is organized structure

It is multi-dimensional, with each dimension reflecting on individual or group.

It is hierarchical with personal behaviour in specific situation at the base, broad

influences about the self in the middle and general self-concept at the apex.

Self-concept becomes ineveasingly multidimensional as one grows older.

Self-concept has both a descriptive and an evaluation aspect and individuals may

weight dimensions differently.

Self-concept can be differentiated from other constructs such as achievement or

fitness.

Academic self-concept is broadly defined and can be thought of as a student‟s self-perception

of academic ability formed through individual experiences and interactions with the environment

(Rosen, 2010). Academic self-concept refers to individuals‟ knowledge and perceptions about

themselves in academic achievement situation (Catherine, 2013). Academic self-concept also

13
refers to past-oriented perception of the self (Jeffery, Elizabeth, Ben, Jean and Robert 2010).

Academic self-concept as defined by Kevin (2008), refers to an individual perception of self-

efficacy in academic subjects. According to Balarabe and Bakare 92013), academic self-concept

is an evaluative self-perception that is through the student‟s experience and interpretation of the

school environment. Wigfield & Karpathian (1991), academic self-concept refers to individuals‟

knowledge and perceptions about themselves in academic achievement situations. Bong and

skealvik (2003) states that academic self-concept primarily indicates one‟s self perceived ability

within a given academic area.

Bong (2004) defined academic self-concept as a person‟s self-evaluation regarding a specific

academic domain or ability. According to Redd, Brooks and Mecharvey in Hni-ju (2010) defined

academic self-concept as an individual‟s perception of his or her level of competence or ability

within academic realm. Academic self-concept is a dimension of self-concept, it is defined as

relatively stable set of attitudes and feelings reflecting self-evaluation of one‟s ability to

successfully perform basic school related tasks such as reading, writing, spelling, and

mathematics. Boerma and Chapman, in Catherine (2013). Much at the literature in the area of

self-concept shows a causal link between academic self-concept and academic performance.

(Rawlinson, 2013).

Concept of Attitude

When social psychologist talks about some one‟s attitude, they refer to beliefs and

feelings related to a person or an event and the resulting behaviour tendency. Taking together,

favorable or unfavorable evaluative reactions towards something-often rooted in belief and

exhibited in feelings and inclinations to act (Myers 2010). Sorenso in Mangal (2008) defined

Attitude as particular feelings about something. It therefore involves a tendency to behave in a

14
certain way in situations which involve that something whether person, idea or object. It is

partially rational and partially emotional and is acquired not inherent in an individual. An

attitude is a predisposition or readiness to respond in a predetermined manner to relevant stimuli

(Mangal, 2008). According to Elliot, Timothy & Robin (2010). Attitudes are evaluations of

people, objects or ideas.

According to Allport in Mukherjee (2002), Attitude is a mental neural state of readiness,

organized through experience, exerting a directive and dynamic influence upon the individuals‟

response to all objects or situations with which it is related. From this definition, he indicated

that from experience, individuals acquire cognitions and feelings or affection about the things or

situations of their environment and the readiness implies that it is a kind of predisposition to

response and therefore it gets an operational component as well. Kuppuswamy (2002), Attitudes

are learned in course of life experience which make the individual behave in characteristic ways

towards persons, objects or issues, to which they are related.

According to Bavel and Cunningham (2012) attitude can be defined as a positive or

negative evaluation of people, objects, events, activities, ideas or just about anything in your

environment. Eagly and Chaiken (1998) defined an attitude as a psychological tendency that is

expressed by evaluating a particular entity with some degree of favor or disfavor. Attitude is

how you express your likes and dislikes towards particular people, things, and occurrences.

Attitudes can be positive, negative, or neutral. It is also common to have more than one of these

feelings towards something. When that happens, for example in the case of a person both likes

and dislikes something at once, say that, that person‟s attitude is “ambivalent” (Exforsys 2012).

15
 According to Kendra in spark notes (2014), Attitudes are evaluations people make about

objects, ideas, events or other people. Attitudes can be positive or negative. Attitude according

to Dennis and John (2008) is a mixture of belief and emotion that predisposes a person to

respond to other people, objects or groups in a positive or negative way. Attitudes summarize

your evaluations of objects; as a result, they predict or direct future actions. They believed that,

an attitude is a learned tendency to respond to people, objects, or institutions in a positive or

negative way. Neil (1988) Beliefs that attitude have both and effective and a cognitive

component. The effective component consists of the kinds of feelings that a particular topic

arouses. The cognitive component consists of a set of beliefs about that topic.

An attitude is a relatively enduring organization of beliefs, feelings and behavioral

tendencies towards socially significant objects, groups, events or symbols (Hogg and Vaughan

2005). Saul (2009) also sees attitude as a psychological tendency that is expressed by evaluating

a particular entity with some degree of favour or disfavor (Eagly & Chaiken 1998). People tend

to evaluate many aspects of the social world. Thus, a good working definition of attitudes is that

attitudes are associations between attitude object (virtually any aspect of the social world) and

evaluations of those objects, more simply, attitudes are lasting evaluations of various aspects of

the social world they are evaluations that are stored in memory (Baron and Byrne 1997).

Operationally in this research, Attitude is defined as students‟ feelings, beliefs and behaviour

towards school.

Concept of Compliance

According to Kendra Cherry (2013), compliance refers to changing one‟s behavior due to the

request or direction of another person. It is going along with the group or changing a behaviour

to fit in with the group, while still disagreeing with the group. Compliance also refers to a change
16
in behavior that is requested by another person or group; the individual acted in some way

because others asked him or her to do so (but it was possible to refuse or decline) (Breckler,

Olson & Wiggins, 2006). Compliance also refers to a state in which someone or something is in

accordance with established guidelines, specifications or legislation. (Margaret 2000).

Compliance is the process which ensures that a set of people are following a given set of rules.

The rules are refers to as the compliance standard if compliance benchmark. (Kassin, Fain &

Mark, 2011). Cialdini (2007) opined that, compliance is the term which describes the ability of

act according to an order set of rules or request. Weiten, Dunn & Hammer (2011) explain that

compliance is all about conforming to the controls and procedures imposed to an individual or

group by appropriate laws or rulings.

The term compliance describes the ability to act according to an order, set of rules or

request. Compliance is a change in behaviour or belief to accord with others. (Myers 2010)

According to Saul (2007), the term compliance is often used to indicate an agreement to the

majority position, brought about either by a desire to fit in or be liked (normative) or because of

a desire to be correct (informational), or simply to conform to a social role (identification).

Crutchfield (2014), affirmed that conformity can also be defined as yielding to group

pressures. Group pressures may take different forms, such as bullying, persuading, teasing etc.

conformity is known as majority influence. According to Baron and Byrne (1997) conformity is

pressures to go along with the crowd, to behave in the same manner as other persons in one‟s

group or society.

Compliance involves changing your behaviours in order to “fit in” or “go a long” with

the people around you. In some cases, this social influence might involve agreeing with or acting

like the majority of people in a specific group or it might involve behaving in a particular way in
17
order to be perceived as “normal” by the group. (Cherry 2006). According to Brecklar, Olson

and Wiggins (2006), compliance is the general concept and refers to any change in behaviour

caused by another person or group, the individual acted in some way because of influence from

others. Compliance is limited to changes in behaviour caused by other people.

Compliance according to Eysenck (2004) is yielding to group pressure, something which

nearly all of us do some of the times. Conformity is also adjusting our behaviour or thinking to

bring it into line with some group standard. (David 2001). Operationally in this research,

conformity is defined as the extent to which students respect and obey rules and behavioural

guidelines established by the school.

Concept of Academic Performance

Academic performance fulfils a number of purposes which include areas of achievement and

failure in student‟s academic career. It is also evaluated in order to foster improvement and

makes full use of the learning process. Academic performance is a measurement of success or

how well as student meets standards set out by the institution it self (Bell, 2014). Academic

performance is how students deal with their studies and how they cope with or accomplish

different tasks given to them by their teachers, it is also the ability to study and remember facts

and being able to communicate your knowledge verbally or down on paper (Siva 2009).

Blair (1975) stated that for schoolwork to be meaningful, it should relate to the pupils

background. He stated that children cannot do real thinking on the bases of abstractions alone.

As long as words refer to objects or situation at some time presents to the senses, the meaning is

simple and secure. What causes the difficulty is that the high-order abstractions go further and

further from realities or concrete experiences. Sharp in his studies confirmed that a good home

does not mean where parents are clever and bookish, but that parents who have difficulties in
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reading can still provide their children with helpful stimulating backgrounds. He said that what is

important is that the parents concern in their children‟s educational development. In doing this

the parent are laying a good foundation for the children‟s educational development.

According to Taiwo (1981), it is only when the home performs it educational functions

that the foundation of academic achievement is laid in children that the community utilize these

potentiality to enrich children‟s cultural heritage. Most of the studies cited confirmed the

importance of parents influence in their children‟s academic performance. The home should

provide the children with adequate motivation, encouragement, support, guidance and

educational gadgets such as computers, books, television, writing materials to mention but few.

According to Sharm (2012), academic performance is how well a student is

accomplishing his or her tasks and studies, but there are quite a number of factors that

determined the level and quality of students‟ academic performance, these factors include

Grades, Attendance and Extracurricular activities. Grades are certainly the most well-known

indicator of academic performance; grades are the students “score” for their classes and overall

tenure. Grades are most often a tally or average of assignment and test score.

Attendance; it will be difficult to perform well in class if the student doesn‟t attend. In

schools, attendance is compulsory and numerous, unexcused absence may lead to notifying

students‟ parents, makeup work for miss assignments or test. Extra –curricular activities are

those that fall outside the realm of the normal curriculum of school. Extra curriculum activities

appeal to students‟ interest. Mohoney and cairns in John (2002) conducted a research and

discovered that a wider choice of activities resulted in a stronger effect because students‟

individual interests were more likely to be met.

19
 Bee (2014) defined academic performance as the attainment obtained by a child from lessons

taught which may include experiences, knowledge, skills and the like. He explained that the

child‟s good or poor performance does not depend on any attributes that the child is born with,

but he has complex responses to his family, his home environment, his social contacts, his

teachers and the overall climate of his school and assessment procedure.

Components

Components of the Self-Concept

Carl Rogers (1959) believes that the self-concept has three different components.

The view you have of yourself (Self-image).

How much value you place on yourself (self-esteem or self-worth).

What you wish you were really like (ideal self).

Self-image (What you see in yourself). This does not necessarily have to reflect reality.

Indeed a person with anorexia who is thin may have a self-image in which the person believes

they are fat. A person‟s self-image is affected by many factors such as parental, influences,

friends etc Kulin (1960) investigated the self-image by using the twenty statements Test. He

asked people to answer the question “Who and I” in twenty different ways. He found that the

responses could be divided into two major groups. These were social roles (external or objective

aspects of oneself such as son, teacher, friends and personality traits (internal or affective aspects

of one self such as gregarious, impatient, and humorous). The list of answers to the questions

(Who Am I?) include examples of the following four types of responses.

Physical description: I‟m tall, have blue eyes….etc

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 Social roles: I‟m social being whose behaviour is shaped to some extent by the

roles one play. Such roles as student, housewife, or member of the football team

not only help others to recognize use but also help us to know what is expected of

us in various situations.

Personal Traits: These a third dimension of our self-discretion “I‟m impulsive ….

I‟m generous etc).

Existential statement (abstract ones): These can range from “I‟m a child of the

universe” to “I‟m a human being etc.

Typically young people describe themselves more in terms of such personal traits,

whereas older people feel defined to a greater extent by their social roles. (Kuhn, 2013).Self-

esteem and self-worth (the extent to which you value yourself). In psychology, the term self-

esteem is use to describe a person‟s overall sense of self-worth or personal value, self-esteem is

often seen as a personality trait which means that it tend to be stable and enduring. Self-esteem

can involve a variety of beliefs about the self, such as the appraisal of one‟s own appearance,

beliefs, emotions and behaviour (Kendra 2014). Self-esteem according to Rogers (1991) refers to

the extent of how much we value our selves. Self-esteem always involves a degree of evaluation

and we may have either a positive or negative self-esteem.

Research has shown key differences between individuals with high and low self-esteem.

For example people with high self-esteem focus on growth and improvement, whereas people

with low self-esteem focus on not making mistakes in life. Low self-esteem has been shown to

be correlated with a number of negative outcomes, such as depression (silver and Salsali 2003).

Rosen berg and Owen in Seoul (2014) offer the following description of low self-esteem

21
people based on empirical research. People with low self-esteem are more troubled by failure

and tend to exaggerate events as being negative while high self-esteem is the opposite

(Rosenberg & Owen in Seoul 2014).

I deal self (what you‟d like to be). If there is a mismatch between how you see you‟re self

(e.g. you‟re self-Image) and what you‟d like to be (e.g. your ideal self), then this is likely to

affect how much you value yourself. Therefore, there is an intimate relationship between self-

image, ego-ideal and self-esteem (Seoul 2014). A person ideal self may not be consistent with

what actually happens in life and experience of the person‟s ideal self and actual experience.

This is called congruence.

Components of Attitudes

Kelvin in Mukherjee (2002) suggests three component of an attitude which include

cognitive, affective and behavioral. The ways in which we form our attitudes are somewhat

similar to the ways in which we are persuaded to change them. Attitudes have both an affective

and a cognitive component including behavioral (Weil 1988).

Cognitive Component of Attitudes

It is the belief segment of an attitude. When someone forms an opinion or perception

about any person, object, or situation; the cognitive component comes into play. The opinion

may be favorable or unfavorable, positive or negative for example, if a person says “life is

unfair”, he is referring to his opinion about how he perceives what life is.

Affective Component of Attitudes

Affective component of attitudes can be very strong and pervasive. It is the feeling

segment of an attitude when someone attaches his/her emotions to the opinion that has been
22
formed about any person, object, or situations; the effective component comes in to play.

Example, if a person says “I hate the fact that life is unfair” he is connecting an emotions through

hatred, to his opinion of life being unfair.

Behavioural Component of Attitudes

As the ward implies, it‟s the behaviour segment of an attitude, when a person attaches a

desire to behave or act in a certain way based on the emotions he has attached to the opinion

about any persons, object or situations the behavioural component comes in to play, for example,

if a person says “I am going to hurt myself and others if life doesn‟t stop being unfair to me” he

is reflecting a desire to act by hurting himself and others based on how he perceives life to be

and the emotions he has attached to this perceptions (Carlson 1988).

Types of School Rules and Regulations

School rules and regulations are made not to be broken. School rules are made to be

safety and better welfare for the students in school and to promote good behaviuor among the

students and to maintain the good image of the school. Parents send their children to school in

order for them to learn not only academic values but also moral values which will mold their

character and values expected from them by other people. (Alramolina 2010). Some of the

school rules and regulations are:

Discipline

School discipline is the system of rules, punishments and behavioural strategies appropriate to

the regulations of children or adolescent and the maintenance of order in schools (Brawn, 2000)

Its aim is to control the students actions and behaviour, these rules may for example defined the

expected standards of clothing, time keeping, social conduct and work ethic. Saint (1999)
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believes that discipline is one of the most important in education which should eventually be

internalized. Discipline is the training that develops self-control, orderliness, and character. The

basic of all discipline is the principal of respect to oneself, the teachers and for all students.

According to school standard and framework (Act 1998). Behaviour and discipline in schools,

teachers can discipline students whose conduct falls below the standard which could reasonably

be expected of them. This means that, if students misbehaves, breaks a school rule or fail to

follow reasonable instructions, the teacher can impose a punishment on that student.(School

Standard and Frame Work 1998).

Punctuality/Attendance

Punctuality is an important part of self-discipline and is essential to good time

management (Plumstock 2013). All students should aimed for 100% attendance in order to learn.

Research shows that high attendance is reflected in better achievement. All children are likely to

be late for school at some time in their school career. However persistent poor time keeping is

disruptive to the individual and to the work of the class and may be an early warning of other

difficulties. (Lubavitch 2014).

Task Commitment

Commitment is defined as a high level of attachment to an organization (Crosswell 2006). In any

educational institution student is the most important element, and the teaching and learning is a

complex and demanding career that requires intense dedication. (Celep 2001). Motivation, which

is one of the leading factors in educational achievement, can be easily maintained by

commitment. As long as teachers sustain their personal commitment to teaching profession

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through creating an effective learning environment, they can influence students learning, and

enhance student‟s performance and the students will be more motivated.

Academic Self Concept and Academic Performance.

Kaluger and Clifford in Vincent and Simon (2005) says that, academic self-concept

influence a child‟s learning and in turn leaning experience can influence academic self-concept.

A child‟s learning may be distorted by his self-image. To them, the dimensions of self-concept

seem to entail self-esteem, adding that factors like self-autonomy and body image have a lot to

do with academic performance. Relating anxiety to self-concept, they argued that anxious

children usually have pioneer self-concept than the confident ones.

Vincent and Simon (2005) carried out a research on students‟ academic self-concept and school

achievement correlated in all grades. To improve the academic performance of poorly achieving

children, they recommend the enhancement of children‟s self-concept. They persuaded parents

not to make disparaging or negative remarks about children‟s school work, rather they should

give them encouragement and praise for any school achievement. Such a treatment, which would

be without the knowledge of the children or their teachers, would result in improved academic

self-concept and school achievement.

On the other hand, a child who thinks negatively about his abilities in academic work

tends to perform poorly. In such a se, he may be ashamed of these poor abilities and may despair.

Also a child with low self-concept will not try hard in class and his teacher is consequently

25
unlikely to regard him with any particular enthusiasm. Lovell (1973) has also assed academic

self-concept and its influence on learning. (Vincent and Simon 2005).

Coon and Mitterrer (2008) agree that self-concept influence behaviours such as school

performances, level of aspiration, and mental health. To him it has a circular effect because it

corroborates and supports the already existing beliefs about self and so tends to maintain and

reinforce its own existence. The characteristics that support self relate to both positive and

negative self-concepts and make it difficult for self-concept to alter once established. He

therefore recommends teachers to help children in changing their academic self-concept to a

positive perceptions towards academic believes and activities.

Developmental studies suggest that self-concept emerged as a result of cognitive and social

development, it consist of information related to self-cognition which is a means used by the

individual to interpret and understand his experiences and behaviours. For example, the

academic self-concept among students is affected by their parents‟ expectations about their

academic abilities (Oyserman, 2001). Achieving the effective functional performance includes

the positive perception of the individual for himself, and due to the huge amount of experience

gained in school, the academic performance is considered as the most important factors affecting

the individuals‟ perceptions and realization. (Hunt 1997).

Academic Self-Concept and Gender

Self-concept is a multidimensional concept; it interacts with many areas of the individuals as the

imaged perceived by the individuals about their other behaviours, actions and other people

reactions towards those behaviours in many situations. Despite the gender differences and

perception formed by the individual about him/herself, due to the differences in those situations

26
of gender difference, they are integrated in a sequenced hierarchy, since the individuals

perception about themselves extent from sub-domains to form the general self-concept.

Regarding individual beliefs about themselves, male and female seemed to be more alike than

they are different. This was explained in the light of increased flexibility in gender roles.

According to Abdullahi (2010) female students have higher self-concept than the male students

especially those in private schools.

Considering the concepts of the self-concept and gender, gender roles everywhere have tended to

limit women‟s rights and power. There are no human societies in which women dominate men

(Myers, 2001). Gender Schema theory combines social learning theory with cognition: out of

your struggles to comprehend the world came concepts or Schemas, including a schema for your

own gender (Ben 1993) through which you view your experiences. Society assigns each of us-

even those few whose biological sex is ambiguous at birth to a gender, the social category of a

male or female. The inevitable result is our strong gender identity, our sense of being male or

female. To varying extend boys and girls become aware of their sex different by developing their

self-concept taking consideration of their gender difference. Rumney suggests that some boys

more than others exhibit traditionally masculine traits and interest, having the believed of being a

boy and some girls more than others become distinctly feminine with a developed self-concept of

being a girl (Romney, 1991).

Self-concept and gender relatively works together living the boys with the belief that they are

masculine while the girls with a total belief of being feminine. In fact, even when their families

discourage traditional gender typing, children organize themselves into “boy worlds” and “girl

worlds” each guided by rules for what boys and girls do. At schools, academic self-concept of

27
male and female students depends on their capabilities of accomplishing different tasks given to

them by their teachers.

Attitude towards Academic Activities and Academic Performance

Fishbein (1975) explained the relationship between attitude and academic performance;

he constructed a value-expectancy model by arguing that a person‟s attitude determined his/her

intended behavour, which could ultimately affect the outcome. Based on the model, he stated

that a person would hold certain attitudes towards an object by evaluating it. After going through

this process, the person then decides whether to hold a favorable or unfavorable view towards it.

Indeed, such a positive or negative attitude could further influence the person intentions to

engage in various behaviour with regard to that particular object. (Fishbein and Ajzen 1975).

Based on the persons intended behaviour, this could be regarded as a significant predictor of the

academic performance.

According to Reynolds and Walberg (1992) there was a general consensus that attitude

could be regarded as a significant predictor of one‟s academic performance. Most of these

researches illustrated the more positive ones attitude towards an academic subject, the higher the

possibility for him/her to perform well academically. Their research also shows that student‟s

attitude was highly correlated with their performance in college.

Even though most of the studies suggested that there was a positive relationship between

attitude and academic performance, there were other researchers arguing that student‟s attitude

might not be a significant predictor of their academic performance. In a study conducted by

Mickelson (1990) he stated that whether attitude could significantly predict ones academic

performance it depend on a number of variables, particularly the ethnic background and social

28
class. Correspondingly, Dhavale (2011) also argued that the statement “attitude was a significant

predictor of academic performance” was indeed a paradox. Attitude might not necessary predict

one‟s academic performance as it also depended on different factors like race, and the sample

size selected.

Attitude towards Academic Activities and Gender

In developing countries, gender roles are changing between 1970 and 1992, girls‟

enrollment in schools raised from 38 to 68 percent shrinking the gender gap (UNICEF, in Myers

2001) US college students‟ endorsement of the traditional view of women‟s role. Both males and

females students in schools have feeling and different attitude towards things including

education. Educational success of male and female students has reached contradictory

conclusions (Dumais, 2002). The development of a sage and supportive learning environment is

a fundamental responsibility of any successful school. A basic area of students‟ diversity that is

rarely acknowledged is gender. Gender variance is a normal part of human expression while

many children fit easily naturally into our cultures bionery gender options, other do not. Some

students barely step outside of gender related expectations, while others take giant leaps.

Regardless of the degree, individuals who stray outside of typical boundaries frequently become

targets of mistreatment and exclusion. (Ben 2009). In many schools, even the slightest

inconsistency in one‟s presentation from that which is considered “normal” for the child‟s

assigned gender can lead to severe harassment from peers and even adults. For the attitude of

transgender students, the risks are especially high.

Current data about the high school (2009) experience for transgender students is

shocking: they found that 89.5% of transgender students report feeling unsafe in schools. They

also explained that, 82% of transgender students report that neither staff nor students intervened
29
when they heard other students make derogatory remarks (Gender Spectrum, 2014). Research

shows that, there is also evidence that girls and boys have differing attitudes to school in general.

There is also difference in subject preference between boys and girls, although these differences

were not apparent when they were asked which subjects they regarded as important. (Ben 2009).

Compliance to School Rules and Academic Performance

It has been found that students who perceived school rules as fairly reasonable are more

positive towards school (Jenkins 1997) another study found that students who felt supported by

their teachers, as well as by their peers were found to be more academically responsible and

scholastically oriented, above all they were conforming to school rules.(Levy 1997). According

to Kazen (2014), children with consisted school attendance learn more. If the students are to

fully benefit from the many opportunities schools offer them, regular school attendance is vital.

A student who does not conform fully to school attendance and is 10 minute late every day will

miss 30 hours of instructions during the year a significance academic loss. Children who are late

or absent can copy notes or make up an assignment, but they can never recover what is most

important, the discussion, the questions, the explanations by the teacher and the thinking that

makes learning more alive.

According to Yosef (2014), while punctuality will promote learning, arriving late to

school can also be very disruptive for the student, teacher and or the students in the class. A

child‟s success in school and ultimately in life depend on having a solid educational background,

one that can only be gained by conforming to school rules such as punctuality and regular school

attendance.

Compliance to school rules and Gender

30
 Schools teach not only through their class work, but also through their actions. The best

way to prevent gender identity or expression based harassment or any unacceptable behaviour is

to make sure everyone knows that the system doesn‟t allow it. This happens by amending

policies and to make them clear by educating staff and student about those changes. (Beverly

2012). Language and administrative regulations are in the interest of all students, not just those

seen as stepping outside gender expectations. Regardless of their sexual orientation or gender

identity, many students experience violence and harassment because they do not comply with

school rules and gender-stereo-typical behavior in their attire, interests, or mannerisms.

Violations of those stereotypes and gender roles is mostly found with students who do not

conform to gender-role stereotypes and other rules in school. (Leeinbach 2013).

According to Model School Policies (2005) the schools system required to created

policies protecting gender identity and expression. The schools had made it clear in the school

communities that all students, regardless of gender will be safe at school. Leaders in these

schools have spelled out in great detail what it looks like to create a truly gender sensitive

climate on school premises. In 2009, the California safe schools coalition revealed a model

policy for transgender and gender nonconforming students. This policy addresses the key areas

that such policies must account for to ensure the safety of their gender nonconforming student

who find it difficult in places like classrooms, restrooms, sports etc.

Publicly and private schools are legally required to protect all students from harassment

placing emphasize on public schools which may not ignore harassment or bullying based on

appearance or behaviour that does not match the students gender. Students‟ gender expression

and identity is often linked to their dress code in school. The school has rules that are sensitive to

gender stereotyping. Boys and girls have rules on their school uniform which discriminate boys
31
from girls and none of the two sexes are allow reversing these rules. This rule is to protect the

students‟ ability to authentically express their gender which will also help to create a gender

inclusive school climate (Know Your Right, 2001).

Rules are set in the schools for all students irrespective of the gender difference. In cases

where student break the school rules, the school will employ appropriate punishment for either

boy or girl found in committing offences like late coming, examination malpractice, damaging

school furniture or equipment and so on (High School, 2009). Therefore, this research wants to

investigate how males and females students differ in conforming to school rules and regulations

and to see the difference between their academic performances at senior secondary schools in

Gombe.

Gender and academic Performance

Gender difference at school, in the development of safe supportive learning, that can bring

about a better performance, Weiner (1990) commented that, past policy initiatives and research

have focused upon establishing equality of opportunity for all, which in terms of gender was seen

as removing barriers to females access and participation in the full curriculum Gipps and Murphy

(1994), here drawn attention to the generally unsatisfactory nature of studies reacting biological

characteristics to gender and academic performance. Turner (1996) suggests that, environmental

and social factors may have a greater role to play in setting differential patterns of academic

performance. Gipps and Murphy (1994), compiled the following catalogue of interdependent

ways in which boys and girls environmental and social experiences may differ:

The reactions of parents to male and female children

Out of school experiences

Development of self-image
32
 Attitude forming experiences

Expectations of success

In-school experiences and

Opinions regarding male-females subject domain.

Several authors have observed that the in-school experiences of boys and girls can be quite

difference Ross (1998). Boys and girls may be involved in quite different learning processes,

even when the activities they are involved in are identical and that these differences between

embedded at an early age. According to (Fagot 2001), he suggest that the important aspect of

socialization that occurs within schools, specifically, it appears that boys demand and are given

more attention and engage in activity related discussion to a greater extent than their female

peers, in some subjects. Bryne, (2009), also found some evidence of teachers having higher

expectations of boys than of girls in respect to academic performance, he also found that, there

exists subject preference between boys and girls. He found in his study boys prefer mathematics

than girls which could also affect academic performance.

Marsh (1989) also found in his study that there was some agreement between boys and girls

that girls were better students than boys. When asked why girls got better marks than boys, both

groups talked about girls caring more about school studying more, listening more in class and

even being cleverer. In his study, both boys and girls perceived that girls were more delight

about class work than boys.

2.3 Theoretical Frame Work

Concept of Academic self concept, attitude and compliance can be link with the following

theories;

Adler’s Theory of Self concept

33
 The basic feature of Adlerian Psychology is his conception of life style which determines

behaviour. Unlike Freud, who emphasized unconscious motivation, Adler stressed consciousness

as the center of personality. He saw man as a conscious being, usually aware of his reasons for

behaviour, capable of organizing and guiding his actions with complete awareness of their

implications for his own self realization. (Adler In Burns 1978).

For Adler, every person has the same goal, that of self assertion. Adler believed each

human was born into the world feeling in complete and inferior, hence the origin of the drive to

attain superiority or self-assertion was the motivation of the fear of interiority. He saw that there

were innumerable possible life styles for achieving their goal. For Adler one person may try to

become superior through academic success. This establishment of a goal or direction in life gives

meaning to events which might not make sense otherwise. Thus, for Adler, the self-system

originates and develops out of the behaviour employed to manipulate feelings of superiority out

of feelings of inferiority.

2.3.2 Dissonance Theory of Attitude

This research investigates attitude based on the Dissonance theory developed by

Festinger and Carlsmith (1959). The research focuses on the counter attitudinal behaviuor.

Festinger and Carlsmith (1959) hold the view that, cognitive dissonance careers to a situation

involving conflicting attitudes beliefs or behaviours. This produces a feeling of discomfort

leading to an alteration in one of the attitudes, beliefs or behaviours to reduce the discomfort and

restore balance etc.

Festinger‟s cognitive dissonance theory suggests that we have an inner drive to hold all

our attitudes and beliefs in harmony and avoid disharmony (or dissonance). Attitude may change

because of factors within the person. An important factors hare is the principle of cognitive

34
consistency, the focus of Festinger‟s (1957) theory of cognitive dissonance. This theory starts

from the idea that we seek consistency in our beliefs and attitude in any situation where two

cognitions are in consistent.

According to Festinger (1957) a powerful motive to maintain cognitive consistency can

give rise to irrational and sometimes maladaptive behaviuor. To Festinger, we hold much

cognition about ourselves and the world, when they clash a discrepancy is evolved, resulting in a

state of tension known as cognitive dissonance. As the experience of dissonance is unpleasant,

we are motivated to reduce or eliminate it, and achieve consonance (i.e agreement), usually by

altering their cognitions and that cognitive dissonance can be reduced or eliminated by only (a)

adding new cognitions (b) changing existing ones. In one of the experiment of Leon Festinger

(1959) some subjects were led to believe they had actually deceived their fellow student, while

others thought they had not deceived them only these who thought they had succeeded

experienced dissonance. In another variation, subjects were led to like or dislike the other

students. The only subjects who changed their attitude about the task were those who

successfully convinced a student they liked, in this, consequences need not actually occur; it is

the subject perceptions that the consequences will result from their actions that is important.

According to Kendra (2013) students can change their attitudes when they have

conflicting beliefs about a topic. In order to reduce the tension created by these incompatible

beliefs, they often shift their attitudes. Therefore, this research investigated based on this theory,

how students attitude which can also be change when they have conflicting beliefs over a topic

or subject influence their academic performance.

2.3.3 Milgram’s Obediance Theory

35
 Milgram did more than reveal the extent to which people will obey an authority. His

experiments tested what happens when the demands of authority clash with the demands of

conscience (Myers 2010). In one of his experiments a man in his 50‟s is designated the “learner”

and another man “the teacher”. The teacher is to read a list of word pairs. The learner‟s task is to

memories them. The teacher is to punish the learner with an electric shock each time he makes a

mistake. The learner is taken to an adjacent room and seated in an “electric chair” apparatus.

Electrodes are attached to his wrists. The teacher was escorted to his position in front of a “shock

generator” on this device is a row of 30 switches marked from 15 to 450 volts. Corresponding

labels range from “slight shock” to “extreme intensity shock” and finally “Danger severe shock”.

The teacher is to shock the learner each time he makes a mistake, he begin with 15 volts and

move own switch (15 volts) higher for each additional mistake.

The experiment begins, and the learner soon makes his first error, the teacher flips a

switch more mistakes rapidly he reached the 75-volt level. The learner moans after each shock.

At 100 volts he complains that he has a heart condition. At 150 volts he says he no longer wants

to continue he demand to be released. At 300 he screams and says he can no longer give answer.

That teacher was protesting to the experimenter that he can no longer give chock. The man has a

heart condition”. “I am not going to kill him. The experimenter says “Please continue” another

shock and another scream from the learner. The teacher says no sir I am not going to give him

450 volts” the experimenter says “the experiment requires that you continue”. For a time, the

learner refused to answer any more question and screams with each shock (Milgram in Dennis

and Jone 2008). The “Learner” in this experiment actually received no shock but many of the

teacher‟s deed experience agony. They screamed, trembled, stuttered and bit their lips but still

obeyed the experimenter. (David 2008).

36
 Despite the uncomfortable conditions the subjects are placed in, both the learner and the

teacher kept obeying the rules of the experimenter. Therefore, this research investigated how

students obey the rules set by the school authority, keeping their own conduct to conform to the

school rules.

2.3.4 Kohlberg theory of morality

A crucial task of childhood and adolescence is discerning right from wrong, developing

character and the psychological muscles for controlling impulses. To be a moral person is to

think morally and act accordingly. But as the German poet Goethe noted “To put one‟s thought

into action is the most difficult thing in the world. Laurence Kohlberg in Myers (2001), believed

that children‟s moral judgments are build on their cognitive development. Kohlberg sought to

describe the development of moral reasoning, the thinking that occurs as we consider right or

wrong. Kohlberg posed moral dilemmas to children, adolescents and adults, the analyzed their

answers for evidence of stages of moral thinking

Kohlberg argued that as we develop intellectually we pass through as many as six stages of

moral thinking, moving from the simplistic and concrete toward the more abstract and

principled. He clustered these six stages into three basic levels; pre-conventional, conventional

and post conventional. In this study the concept of compliance to school rulers is related to the

second level of Kohlberg theory of morality because it focuses on early adolescents who are

mostly found in the senior secondary schools. To Kohlberg, morality at this early adolescence

usually evolves to a more conventional level that cares for others and upholds laws and social

rules simply because they are the laws and rules. Hence this level explains the stage 3 and 4 of

the theory.

Stage 3: Good Interpersonal Relationships (Peer Opinion).

37
 This stage involves teenage children who believe that people should live up to the

expectations of the family and community and behave in "good" ways, i.e having good

motives and interpersonal feelings such as love, empathy, trust and concerned for others.

(Kolh, Kohlberg, 1958).

Stage 4: Maintaining the Social Order:

Individual's actions should be in conformity to community law or customs - obeying

law, respecting authority, and performing one's duties accordingly. Subjects make moral

decisions from the perspective of society a whole, they think from a full-fledged member

of society perspective. (Oladele 2000).

This research uses the basis of this theory in finding out how teenagers mostly found in

the senior secondary schools cope with complying to school rules and regulations And how this

influence their academic performance.

2.3.5 Piaget’s Cognitive Development Theory

The concept of academic performance which is also the dependent variable of this study

is related to Piaget‟s cognitive development theory. To Piaget, children reason in wildly illogical

ways about problems whose solutions are self-evident to adults. Piaget further believed that a

child‟s mind develops through a series of stages, in an upward march from the newborn‟s simple

reflexes to the adult‟s abstract reasoning power.

Piaget, felt that the driving force behind this intellectual progression is our unceasing

struggle to make sense of our experience. His core idea is that “children are active thinkers,

constantly trying to construct more advanced understandings of the world”. To this end, the

maturing brain builds concepts which piaget called schemas. Schemas or (Schemes) are pliable

38
mental molds into which we pour our experience. By adulthood we have build countless schemes

ranging from knowing how to tie a knot to a concept of love….. To explain how we use and

adjust our schemas, piaget proposed two concepts. First we assimilated new experience; we

interpret them in terms of our current understanding. Given a simple schema for dog, for

example, a toddler may call all four legged animals doggies. But we also adjust or accommodate

our schemas to fit the particulars of new experiences. The child soon learns that the original

doggie schema is too broad and accommodates by refining the category. As children interact

with the world, they construct and modify their understandings. Therefore, piaget described

cognitive development in four stages, the sensory motor stage (birth to 2 years) which is

characterized by object performance, the pre-operational stage about (2 to 6 years) which is

characterized by pretend play, egocentrism and language development, the concrete operational

stage which ranges from (7 to 11) years is characterized by conservation and mathematical

transformation, then the last stage which is formal operational stage ranging from (12 years to

adulthood) is characterize by abstract logic and potentiality for matured moral reasoning which is

related to the concept of academic performance of this study as it place emphasize on abstract

thinking and logic.

To Piaget, children progress through four (4) stages and that, they all do so in the same

order. The academic performance of this study is based on the Piaget‟s forth stage which is the

formal operational stage. (11/12 to adulthood). According to Piaget, children who attain the

formal operational stage are capable of thinking logically and abstractly. They can also reason

theoretically. Piaget considered this the ultimate stage of development, and stated that although

the children would still have to revise their knowledge base, their way of thinking was as

powerful as it would get (Sandwell 1995).

39
2.4 Review of empirical studies

Academic self-concept, Attitude and compliance to school rules tend to play a vital role

in individual students at school. Researchers investigated studies related to these variables

(Academic self concepts, attitude and compliance to school rules) to see how they influence

students‟ academic performance at schools on different educational levels. Vincent and Simon

(2005) investigated on how self-concept and anxiety influence students‟ academic performance.

The subjects of the study were made up of 350 senior secondary school students randomly

sampled from secondary schools in the area.

Their results shows that there is a significant relationship between students self-concept

and academic performance among secondary school students in Ogoja Local Government Area

of Cross River State. There is a significant relationship between students‟ level of anxiety and

their academic performance. Students become anxiety victims because of the fear of performing

below their parents or friends expectation. And males‟ students do not perform significantly

better than females students in academic activities.

Abdullahi, (2010), studied on self-concept and academic achievement of secondary

school students in Zaria educational zone. The research investigated the development of self-

concept of adolescents in secondary schools vis-à-vis its relationship with school achievement.

420 secondary school students were the subjects of the research. To achieve the objectives of the

research, six hypotheses were formulated. In analyzing the data the Pearson r-test correlation and

T-test where used. Thes result revealed a significant relationship between self-concept and

academic achievement. The research also established that male and female students are different

in their self-concept measures. This trend is also reflected in the self-concept and academic

40
achievement of students of public and private schools. It is this high level of self-concept among

private schools. In all, out of the six null hypotheses formulated, three were rejected and three

were upheld.

Her findings finally show that, the students‟ self-concept is positively correlated with

their academic achievement in the senior secondary school level. She also found that, there is no

significant relationship exists between students‟ self-concept and their academic achievement in

the junior secondary school level among the selected school. And also that, students may differ

in their self-concept components when their level is considered, but they do not differ

significantly in their overall self-concept in the selected secondary schools. She also found that,

the female students have high self-concept than their male counterparts in the selected secondary

schools. And those students in private secondary schools have higher self-concept than their

counterparts in public secondary schools.

Foekens (2011), study about self-concept and the changeability of conceptions in students

with learning difficulties. He assumed a relationship between learning disabilities and less

favorable self-concepts. The study investigated self-concept and feelings regarding school of a

small sample of students age eight to eighteen. He used self-concept scales of Harter

(1985:1988) and semi structured interviews were used to collect the data. He examined initial

self-concept and school related feelings, he also investigated the extend of which these

conceptions are changeable overtime. Test were conducted twice, results showed increased

scores in self-concept, mainly in the area of scholastic competence. Moreover, positive feelings

regarding the school were found at start, with increased scores at the second time of testing. In

contrast, feelings regarding former school were less positive and showed a decrease over time.

41
There is need to upgrade this research with an appropriate sample of students and to also

investigate on how the self-concept influence academic performance of normal students.

Feleyumu and Suleman (2009), studied on the influence of attitude to forestry over

secondary school students and their findings revealed among others, that if the respondents were

reinforced, it will stimulate the interest of the students towards their subjects. Another research

on attitude by Sarki (2011), he investigated the influence of Drug Abuse on Attitude to learning

and academic achievement among secondary school students in Zaria metropolis, he states that

the problem serves as a bridge to successful life from school age to adulthood. The study

investigates how drug abuse, attitude of students to learning impact on academic achievement

among secondary school students in Zaria Metropolis. A total of 19,544 students were used in

his investigation out of that number, 364 students were sample from SS2 classes. 10 schools

were selected for the study.

He found that there is a significant difference between academic performance of those

who abuse drug and those who do not. There is also a significant difference between students

who take drugs and those who do not in their attitude to learning. Significant relationship also

exists between students‟ academic achievement and their attitude to learning. Since is not all the

students that are involved in drug abuse, there is need to upgrade this research in order to see the

influence of attitude itself without any drugs on academic performance of senior secondary

school students.

Another investigation by Ahmed (2010), on evaluation of attitude of pastoral Nomads

towards Basic Education programme in Nasarawa state. The study adopted the descriptive

survey method, 521 randomly selected pupils and teacher from a population of 1399 participated

in the study. These were drawn from three selected local government areas. The instrument
42
known as Nomadic Educational Attitude scale (NEAS) was used for data collection. One way

analysis of variance, Shelf‟s Test and t-test were used for statistical analysis.

He finally found that, environment pattern, migration pattern, taxation, and religious

belief are the cause of negative attitude towards nomadic education programme. He also found

that gender does not determine the attitude of nomads towards nomadic education; also age does

not determine the attitude of nomads towards nomadic education. There is need to upgrade this

research from evaluation of attitude of pastoral nomads towards basic education programmes, to

also see how this attitude influence the academic performance of our teenagers who are found in

senior secondary schools.

For compliance to school rules, Nwaka and Obikeze (2010), conducted a research on

strategies for maintaining discipline and orderliness in secondary schools. There result revealed

that all the strategies investigated in their research were maintaining discipline and order and that

neither principals nor teachers differ in their mean rating on the possible strategies for

maintaining discipline and orderliness. Therefore, this research wants to investigate how this

maintenance of discipline and orderliness in secondary schools influence students‟ performance.

Wakawa (2010) conducted a study on causes and incidence of examination malpractice

among students in colleges of education in Borno State. He uses the sample size of four hundred

and ninety nine respondents, that is thirty seven Academic staff drown randomly from college of

education (Tech) four research questions and four hypotheses related to the topic were

formulated. There were twenty eight item questionnaire made up of 2 sections. A and B that

were used together data for the study. Two sample test t-test and chi square statistics were used

43
to find differences in options while Pearson Product Moment Correlation Coefficient was used to

determine relationships between variables.

The result revealed that, respondents‟ options indicated that students engaged in giraffing

to get answers while writing examination, while staff engaged in exposing question papers and

upgrading of students‟ scores after examination. The study also indicates that difficulty level of

question paper, lack of interest in the course or study and financial difficulty are among the

causes and incidence of examination malpractice. The study also indicated that significant

difference in gender involvement in examination malpractice; it showed that males are more

likely to engage in examination malpractice more than females students. This research wants to

see how students comply to school rules that include examination malpractice as rule breaking. It

wants to investigate the level of students‟ involvement in breaking school rules that prohibited

examination malpractice.

Kiggundu (2009), investigated the influence of discipline management by head teachers

on students‟ academic performance in selected private secondary schools. The study was

conducted under three research objectives. These were; to establish how the management of

school rules influence students‟ academic performance, to establish how time management

influence students‟ academic performance, and to establish how the administration of

punishment influences students‟ academic performance.

The major findings of the study were; all schools have written rules and regulations but

which they don‟t understand, some rules and regulation require modifications and others lack

consistence in their implementation, which raises students‟ anger leading to violence, strikes and

aggression. He also found that time is poorly managed in schools where the designed timetables

44
are not respected. Punishments were also found to be unfairly administered and that causes

dissatisfaction, anger and thus, inducing acts of indiscipline such as strikes, vandalism of school

property as well as violence among students.

He concluded that school rules help in controlling students behaviour in the school but

their awareness is lacking among the students. Time also need to be well planned because of its

scarcity. He also found that, time table lack respect in schools and therefore not followed as

expected causing indiscipline among students, and punishments were also found to be poorly

administered to students, which create chaos in schools characterized with school property

destructions and thus, affecting students‟ general academic performance. This research need to

be upgraded so as to also find out how students really cope with the rules and to also find out

how much they accept these behavioural guidelines established by the school since we all know

that school rules are not mend to be broken.

There is need to upgrade these findings so as to enable teachers and parents to make

proper decisions that can enhance students‟ performance despite the existence of the influence of

self-concept, attitude and conformity, also there is need for current methods and techniques that

can help the students to adjust their social behaviour in such a way that can improve their

performance at school.

2.5 Summary

This chapter gave an overview of the content of the chapter, explains the conceptual

frameworks of self-concept by various scholars, the concept of attitude by various psychologies

and the conceptual frame work on compliance. The chapter also explains the components of the

self-concept which includes the self-image, self-esteem or self-worth and the ideal self.
45
Components of attitude are also explained which includes cognitive component of attitude,

affective component and behavioural component of attitude. Types of compliance to school rules

which are discipline, punctually, attendance and task commitment in school are also explained.

The chapter also includes self-concept vis-à-vis academic performance, attitude vis-à-vis

academic performance and compliance to school rules vis-à-vis students‟ academic performance.

The concept of academic performance is also explained. The chapter also explains the

relationships between gender and self-concept, gender and attitude, gender and compliance to

school rules and gender and academic performance.

Theoretical framework is also discussed where Adler‟s theory of Academic self-concept

is explained, dissonance theory of attitude, mailgram‟s obedience theory, Kohlberg theory of

morality, and Piaget‟s theory of cognitive development where his fourth stage emphasized on

academic performance are explained. The chapter also consists of review of related studies

where three related studies were reviewed for each variable. For academic self-concept, the work

of Vincent and Simon who investigated on how self concept and anxiety influence students

academic performance in secondary schools in Ogoja, Cross River State, the work of Abdullahi

who studied on Self concept and academic achievement of secondary school students in Zaria

educational zone, and the work of Foekens who investigated on self-concept and the

changeability of conceptions in students with learning difficulties are reviewed. For attitude,

study of Feleyumu and Suleman on influence of attitude to forestry as a profession on secondary

school students, Sarki on Influence of Drugs abuse on attitude to learning and academic

achievement among secondary school students in Zaria metropolis, and Ahmed on Evaluation of

attitude of pastoral nomads towards basic education programme in Nasarawa State were
46
reviewed. For compliance to school rules, studies of Nwaka and Obikeze on Strategies for

maintaining discipline and orderliness in secondary schools, Wakawa on Causes and Incidence

of examination malpractice among students in colleges of education in Borno State, and

investigation of Kiggundu on influence of discipline management by head teachers on students‟

academic performance were also reviewed.

And finally, the researcher explained the gap that was not attended to by the previous

researchers, in an attempt to upgrade the decision and current methods, and techniques that can

enhance students‟ academic performance at school. This study is unique from other studies

because it attempts to find out the influence of academic self concept, attitude and compliance to

school rules on academic performance of senior secondary schools students in Gombe state, and

to also see the gender difference based on these variables.

47
 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter describes the methodology used in the collection of data for this research.

The chapter is divided into the following headings: research design, population of the study,

sample and sampling technique, instrumentation, validity and reliability of the instruments,

procedure for data collection, and procedure for data analysis.

3.2 Research Design

This study is a survey research which is carried out in form of correlational design to find

relationship between the dependent and independent variables. Therefore, a correlatoinal survey

method was used for the study. According to Salawu (1991), A correlation study is concern with

the measurement of the degree of relationship between two or more variables for the purpose of

making prediction about the relationship.

3.3 Population of the Study

48
 The targeted area of the study includes all goverment senior secondary schools students

in Gombe state. All the students in senior secondary (SS II) of these schools were the target

population. There are one hundred and fifty eight (158) government senior secondary schools in

the state divided into five (5) educational zones. In all the schools, there were seventy one

thousand, seven hundred and five (71,705) senior secondary school students. (See Table 3.3.1

below)

Table 3.1: Distribution of the Population according to Educational Zones

S/N Educational Zones Number of Senior Percentage

Secondary School
Students
1 Akko Educational Zone 10,581 14.7%

2 Billiri Educational Zone 10,645 14.8%

3 Dukku Educational Zone 11,292 15.7%

4 Gombe Educational Zone 29,435 41.05%

5 Nafada Educational Zone 9,752 13.6%

Total 71,705 100%

(Source: Ministry of Education Gombe, 2014)

3.4 Sample and Sampling Technique

The sample of this study is four hundred and thirty (430) senior secondary school

students. Due to the larger number of the schools and the size of the population, it is not suitable
49
for the researcher to administer the research questionnaires to all the schools and the entire

students. As a result of inconveniences, the researcher used cluster sampling technique and

selected a sample.

The sampling procedure according to Mendenhall and Reinmuth (2004), when the

population is uniform, a small sample provides the same amount of information as the large

sample. Therefore, out of the five educational zones, two are selected as sample; one

school is selected from each of the four local governments under the selected zones. A table

below shows the representation of the sample schools.

Table 3.2: Sampled schools

Number Of SS II Students

Name of School Boys Girls Total

Government Day Secondary school Kuri 250 242 492

Government Day Sec. Sch. Dukku 341 415 756

Govt. Sci. Sec. Sch. Gombe 579 - 579

Govt. Girls Sec. Sch. Bajoga - 547 547

Total 1170 1204 2374

Source: Self constructed based on Sample observation

Table 3.3: Selected Sample Size

Sample size

Name of School Boys Girls Total

Government Day Secondary school Kuri 57 54 111

50
 Government Day Sec. Sch. Dukku 61 81 142

Govt. Sci. Sec. Sch. Gombe 92 - 92

Govt. Girls Sec. Sch. Bajoga - 85 85

Total 210 220 430

Source: Self constructed based on Sample observation

3.5 Instrumentation

The instruments used for collecting data for this study are self-constructed questionnaires

based on reviewed related literature. They are developed in three different categories, each

consisting biodata variables and 20 items measuring the selected variables of the investigation at

hand. Academic Self-concept questionnaire (ASCQ) was developed to measure senior secondary

school students self-concept in school, attitude towards academic activities questionnaire

(ATAAQ) to measure their attitude towards school activities and compliance to school rules

questionnaire (CSRQ) was to measure the students compliance to school rules. For the dependent

variable of this study, actual academic performance was measured using 50 test items in English

language and 50 test items in mathematics. The tests items were constructed by experts in the

fields using appropriate SS 11 syllabus.

3.5.1 Description of the Instruments

The Academic self-concept questionnaire (ASCQ), Attitude towards academic activities

questionnaire (ATAAQ) and compliance to school rules questionnaire (CSRQ) are developed by

the researcher after a thorough literature review of different measurement scales. The first

section of each instrument deals with the students personal data such as gender and age. The

51
second part of the instruments consists of 20 items measuring students‟ self-concept, students‟

attitude towards school and how the students comply to school rules respectively. English and

Mathematics tests each consisting 50 items are constructed by ss11 English and Mathematics

teachers using approved SS 11 syllabus based on the school curriculum. The items are

constructed to measure the students‟ actual academic performance and are appropriate to SS II

students as the sample.

3.5.2 Scoring of the Instruments

Academic Self concept Questionnaire

The highest possible score is 100 i.e, 5 x 20. The least possible score is 20 i.e, 1 x 20. Mean

responses from 20 - ≤ 60 will be regarded as negative academic self concept, while mean

response from 61 – 100 will be regarded as positive academic self concept.

Attitude towards Academic Activities Questionnaire

The highest possible score is 100 i.e, 5 x 20. The least possible score is 20 i.e, 1 x 20. Mean

responses from 20 - ≤ 60 will be regarded as negative attitude towards academic activities, while

mean response from 61 – 100 will be regarded as positive attitude towards academic activities.

Compliance to School Rules Questionnaire

The highest possible score is 100 i.e, 5 x 20. The least possible score is 20 i.e, 1 x 20. Mean

responses from 20 - ≤ 60 will be regarded as negative compliance, while mean response from 61

– 100 will be regarded as positive compliance to school rules.

Academic Performance

52
Scores from 1 - ≤ 50 are considered as low performance, while scores from 51 – 100 are

considered as high performance.

3.5.3 Validity of the Instruments

In order to make sure that the final copies of the questionnaires are valid for the study, the

researcher employed the services of some Postgraduate students in the Department of

Educational Psychology and counseling during the construction of the questionnaire. Based on

the input of the students, a draft of the questionnaires was submitted to the supervisors for

validation, these questionnaires were validated by experts in the Department of Educational

Psychology and Counseling. On the basis of their expert inputs, well-structured questionnaires

consisting of 2 parts, part A consists of demographic variables of sex and age. The second part

consists of 20 items each of 5 likert scale options on academic self-concept, Attitude towards

academic activities and Compliance to school rules respectively. Each of the items of the 5 likert

scale are based on options of strongly agree, agree, undecided, disagree and strongly disagree

carrying points of 5, 4, 3, 2, and 1 respectively. Some of the observations made during the

validation of the instruments include adding the number of items from ten to atleast twenty,

removal of item 11 of attitude instrument which read “I am an average student and never be

particular good, so there is no point in trying to be something I am not and so on. The researcher

effected the corrections, and the number of the instruments were added and revalidated by

experts in the same department. The outcome of the validation was satisfactory.

3.5.4 Pilot Testing

53
 The researcher conducted a pilot study to pilot test the instruments. One hundred copies

were distributed to one hundred students; another test was also given after two weeks to retest

the instruments using another one hundred copies to the same students to ensure reliability,

consistency and stability of the instruments.

3.5.5 Reliability of Instrument

The study used both survey and test performance. Therefore two types of reliability were used.

The survey part was analyzed using Cronbanch Alpha reliability method while the test re test

method of Pearson product moment reliability method was used to analyze the academic

performances. In the survey method reliability coefficient, in the first administration reliability

co-efficient of alpha level of 0.721, 0.888 and 0.774 was obtained for academic Self Concept,

attitude towards academic activities and compliance to school rules respectively. In the second

administration, reliability co-efficient of alpha level of 0.703, 0.794 and 0.699 was obtained for

academic Self Concept, attitude towards academic activities and compliance to school rules

respectively was obtained. In the test of the academic performance using the test re test method

of Pearson product moment Correlation method, a reliability coefficient of 0.881 was obtained,

This reliability co-efficient were considered adequate for the internal consistencies of the

instruments. This was a confirmation of test of reliability by Spiegel (1992), Stevens, (1986), and

Olayiwola (2010). According to them an instrument is considered reliable if it lies between o

and 1, and that the closer the calculated reliability coefficient is to zero, the less reliable is the

instrument, and the closer the calculated reliability co-efficient is to 1, the more reliable is the

instrument. This therefore confirms the reliability of the data collection instrument used as fit for

the main work.

54
3.6 Procedure for Data Collection

The researcher collected letters from the department of Educational Psychology and

Counseling to the Principals of selected schools where the data was collected. In each school, the

selected students were gathered in a classroom and each student sat separately on a single seat.

The instruments were given to the students at the same time. The students were supervised by the

researcher and some of the teachers in the sample schools. Students were asked to read

instructions carefully and ask questions where it is not clear before responding to any question.

The respondents were not allowed to share ideas; this enabled them to give their sincere response

as regard to the questionnaires administered on them. The filled instruments were collected by

the researcher for further analysis.

3.7 Procedure for Data Analysis

The data for this study is analyzed using Pearson product moment correlation statistic (r).

This type of statistical tool is considered most suitable in comparing between two variables, is

therefore suitable in analyzing the influence of Academic self-concept on academic performance,

Attitude towards academic activities on academic Performance and the influence of Compliance

to school rules on Academic performance because, both variables are quantitative and can be

computed using the P.P.M.C. In testing hypotheses Ho 4, Ho 5, and Ho 6, independent t-test was

employed because is considered suitable in finding the difference between two variables. It is

therefore suitable in finding the difference between male and female students‟ Academic self

concept, Attitude towards academic activities and the difference between male and female

students compliance to school rules. All hypotheses were tested at 0.05 level of significance.

55
 CHAPTER FOUR

RESULTS AND DISCUSSION

4.1 Introduction

This chapter presents the discussion of the data analysis. The first part of the analysis presents

the biodata distribution of the senior secondary school students in Gombe state. The answers to

the six research questions, outcome of tested hypothesis using Pearson Product moment

Correlation (r), and Independent t-test to determine the differences. The hypotheses were tested

at 0.05 alpha level of significance. The chapter goes on to presents the summary of the major

findings of the analysis and the discussions of findings.

4.2 Analysis of Bio data variables

Table 4.2.1 Distribution of respondents by gender

Gender Frequency Percent

MALE 227 52.8

FEMALE 203 47.2

Total 430 100.0

The table above shows the sex of the respondents, 227 representing 52.8% are males while the

rest 203 representing 47.2% are females. This shows that both male and female students are well

represented in this study.

56
Table 4.2.2 Distribution of respondents by age groups

Age group Frequency Percent

Less than 18 yrs 206 47.9

18-20 yrs 210 48.8

Above 20 yrs 14 3.3

Total 430 100.0

The table above showed the distribution of respondents by age groups. A total of 206

representing 47.9% are less than 18 years while 210 representing 48.8% are aged between 18 -

20 years and the rest 14 or 3.3% are above 20 years old. This implies that majority of the

respondents are less than 21 years old.

4.3 Answering Research Questions

Question One: What is the relationship between Academic Self-Concept and Academic

Performance of senior secondary school students in Gombe state?

57
Table 4.3.1: Analysis of the responses of students on relatiomship of Academic self-concept

and Academic Performance.

VARIABLES N MEAN S.D

Students’ Academic Self-Concept. 430 75.2860 9.14680

430
Students’ Academic Performance. 31.9302 11.04219

The table above reveals that the mean response for academic self-concept which is 75.2860 with

a standard deviation of 9.14680, and average academic performance was 31.9302 and a standard

deviation of 11.04219 implies that there is a relationship. This result suggests that relationship

might exist between academic self-concept and academic performance of sample students used

for this research.

Question Two: What is the relationship between Attitudes towards academic activities and

Academic Performance of senior secondary school students in Gombe state?

58
 Table 4.3.2: Analysis of responses of students on relationship of Attitudes towards academic

activities and academic performance of students.

VARIABLES N MEAN S.D

Students’ Attitudes towards 430

71.0233 6.0817
Academic activities.
430
Students’ Academic Performance. 31.9302 11.04219

The table above reveals that the mean response for attitudes towards academic activities which is

71.0233 with a standard deviation of 6.0817 and the average academic performance was 31.9302

and a standard deviation of 11.04219 implies that relationship might exist. This results suggests

that attitudes towards academic activities may be related to the students‟ academic performance

of sample students used for this research.

Question Three: What is the relationship between compliance to school rules and Academic

Performance of senior secondary school students in Gombe state?

Table 4.3.3: Analysis of responses of students on relationship of compliance to school rules and

academic performance.

VARIABLES N MEAN S.D

Students’ compliance to school rules. 430 74.1977 8.19406

Students’ Academic Performance. 31.9302 11.04219

The table above reveals that the mean response for compliance to school rules which is 74.1977

with a standard deviation of 8.19406 and average academic performance was 31.9302 and
59
 standard deviation of 11.04219 implies that relationship might exist. This result suggests that

compliance to school rules may have a significant relationship with academic performance of

sample students used for this research.

Question Four: What is the difference between Male and female Students Academic Self-

Concept ?

Table 4.3.4: Analysis of responses on differences between male and female students‟ academic

self-concept.

Variable Sex of students N Mean std.dev std.err

Students’ Academic Male 227 74.4837 10.1575 .7414

Self-Concept
Female
203 74.3941 10.0854 .7078

The table above reveals that the mean responses on the differences between male and female

students in their academic self-concept is 74.4837 with a standard deviation of 10.1575 and the

mean response of 74.3941 with a standard deviation of 10. 0854 for male and female students

respectively. This result suggests that, on academic self-concept difference may not exist

between male and female students used for this research.

60
 Question Five: What is differences between Male and female Students attitudes towards

Academic Activities in senior secondary schools in Gombe state?

Table 4.3.5: Analysis of responses on differences between male and female students‟ attitudes

towards academic activities.

Variable Sex of students N Mean std.dev std.err

Students Attitudes towards Male 227 72.4396 6.00294 .43206

Academic Activities
Female 203 72.1232 6.94602 .48751

The table above reveals that the mean responses on the difference between male and female

students in their attitudes towards academic activities is 72.4396 with a standard deviation of

6.00294 and the mean response of 72.1232 with a standard deviation of 6.94602 for male and

female students respectively. This result suggests that difference may not exist between male and

female students used for this research in their attitudes towards academic activities.

Question Six: What is the difference between Male and female students’ compliance to

school rules in senior secondary schools in Gombe state?

61
 4.3.6: Analysis of responses on differences between male and female students compliance to

school rules.

Variable Sex of N Mean std.dev std.err

students

Students’ Compliance to Male 227 76.6960 6.5581 .4352

school rules Female 203 71.4039 8.9229 .6262

The table above reveals that the mean responses on the difference between male and female

students in their compliance to school rules is 76.6960 with standard deviation of 6.5581 and the

mean response of 71.4039 with standard deviation of 8.9229 for male and female students

respectively. This result suggests that significant difference may exist between male and female

students compliance of sample students used for this research.

4.4 Testing of Research Hypotheses

Research Hypothesis One: There is no significant relationship between Academic Self-

Concept and Academic Performance of students in senior secondary schools in Gombe
state.

Table 4.4.1: Analysis of relationship between students‟ academic self-concept and students‟

academic performance based on Pearson product moment correlation statistics (r).

VARIABLES N MEAN S.D Pearson Corrl r P

Students’ Academic Self- 430 .583** 0.000

75.2860 9.14680
Concept

Students’ Academic
31.9302 11.04219
performance

**. Correlation is significant at 0.01 levels (2-tailed).

62
 The table above shows the Pearson Product Moment Correlation statistics which reveals that;

there is significant relationship between Academic Self-Concept and Academic Performance of

senior secondary school students in Gombe State ( r =0.583, p.v.0.00). This shows that the

Students‟ Academic self-concept has a significant relationship on the students‟ Academic

performance. Hence, the null hypothesis which states that there is no significant relationship

between Students‟ Academic Self-Concept and Students‟ Academic Performance is hereby

rejected.

Research Hypothesis Two: There is no significant relationship between Attitudes towards

Academic activities and Academic Performance of students in senior secondary schools in

Gombe state.

Table 4.4.2: Analysis of relationship between students‟ attitudes towards academic activities and

students‟ academic performance based on Pearson product moment correlation statistics (r).

VARIABLES N MEAN SD Pearson Correl r P

Students’ Attitudes towards 430 71.0233 6.0817 .507** 0.027

Academic activities.

31.9302 11.0421
Students’ Academic
Performance.

**. Correlation is significant at the 0.01 level (2-tailed).

The table above reveals the Pearson Product Moment Correlation statistics which shows that

significant relationship exist between Students Attitudes towards Academic activities and

63
 Students‟ Academic Performance ( r =0.507, p.v.027). This shows that the Students‟ Attitudes

towards academic activities has a significant relationship on the Students‟ Academic

performance. Hence, the null hypothesis which states that there is no significant relationship

between Students Attitudes towards Academic activities and the Students Academic

Performance is hereby rejected.

Research Hypothesis Three: There is no significant relationship between Students

Compliance to school rules and Students’ Academic Performance in senior secondary

schools in Gombe State.

Table 4.4.3: Analysis of relationship between compliance to school rules and students‟ academic

performance based on Pearson product moment correlation statistic.

VARIABLES N MEAN SD Pearson Corrl r P

Students’ Compliance to 430 74.1977 8.19406 .621** 0.000

school rules.

31.9302 11.04219
Students’ Academic
Performance.

**. Correlation is significant at 0.01 level (2-tailed).

The table above reveals the Pearson Product Moment Correlation statistics which shows that

significant relationship exist between Students Compliance to school rules and Students‟

Academic Performance. (r = 0.621, p.v.0.000). This shows that the Students‟ compliance to

school rules has a significant relationship on the students‟ academic performance. Hence, the
64
 null hypothesis which states that there is no significant relationship between Students

Compliance to school rules and Students‟ Academic Performance is hereby rejected.

Hypothesis Four: There is no significant difference between male and female students’

Academic self –concept in senior secondary schools in Gombe state.

Table 4.4.4: Analysis of the difference in the academic self-concept of male and female

students using independent t-test statistics.

Variable Sex of N Mean std.err t P

students calculated

Students’ Male 227 74.4837 .7414 1.118 0.087

Academic self-
Concept
Female 203 74.3941 .7078

Calculated p > 0.01 level (two- tailed)

The table above reveals the Independent sample t-statistics showing that there is no significant

differences between male and female students in their Academic self -concept. This is due to the

fact that the calculated significance (P) value of 0.087 is higher than the 0.05 alpha level of

significance while the calculated t value of 1.118 is lower than the 1.96 critical t values at df

428. Their calculated mean academic self concepts are 74.4837 and 74.3941 by male and female

students respectively. Therefore, the null hypothesis which states that there is no significant

difference in the academic self-concept of male and female students is hereby retained and

accepted.
65
 Hypothesis Five: There is no significant difference between male and female students’

Attitudes towards Academic Activities in senior secondary schools in Gombe state.

Table 4.4.5: Analysis of the difference between male and female students in their attitudes

towards academic activities using independent t-test statistics.

Variable Sex of N Mean std.dev std.err Df t Sig (p)

students calculated

Students’ Male 227 72.4396 6.00294 .43206 428 1.595 0.094

Attitudes
towards
Academic Female 203 72.1232 6.94602 .48751
Activities

Calculated p > 0.01 level, (two-tailed)

The table above reveals the Independent sample t-statistics which shows that there is no

significant difference between male and female students in their Attitudes towards Academic

Activities. This is due to the fact that the calculated significance (P) value of 0.094 is higher than

the 0.05 alpha level of significance while the calculated t value of 1.595 is lower than the 1.96

critical t value at df 428. The calculated mean Attitudes towards Academic Activities is 72.4396

and 72.1232 by male and female students respectively. Therefore, the null hypothesis which

states that there is no significant difference between Male and Female students attitudes towards

academic activities is hereby retained and accepted.

Hypothesis Six: There is no significant difference between male and female students

Compliance to school rules in senior secondary schools in Gombe state.

66
 Table 4.4.6: Analysis of the difference between male and female students

compliance to school rules using independent t-test statistics.

Variable Sex of N Mean std.dev std.err df t Sig (p)

students calculated

Students’ Male 227 76.6960 6.5581 .4352 428 7.056 0.000

Compliance to
school rules
Female 203 71.4039 8.9229 .6262

Calculated p < 0.01 level ( two- tailed)

The table above shows the Independent sample t-statistics which reveals that significant

differences exist between male and female students in their Compliance to school rules. This is

due to the fact that the calculated significance (P) value of 0.000 is lower than the 0.05 alpha

level of significance while the calculated t value of 7.056 is higher than the 1.96 critical t value

at df 428. Their calculated mean Compliance to school rules is 76.6960 and 71.4039 by male

and female students respectively. This implies that the male students had significantly higher

mean Compliance to school rules than their female counterparts. Consequently, the null

hypothesis which states that there is no significant difference between male and female students

compliance to school rules is hereby rejected.

67
4.5 Summary of major findings

There is significant relationship between academic self-concept and academic

performance of senior secondary schools students in Gombe State. The value of

this correlation index is. r = 0.583, p=0.000.

Significant relationship exist between students‟ attitudes towards academic

activities and their academic performance in senior secondary schools in Gombe

State. The calculated values are r =0.507, p=0.027.

Students‟ compliance to school rules has significant relationship with their

academic performance. The calculated values are r = 0.621, p=0.000.

There is no significant difference between male and female students' academic

self-concept. The mean difference is 74.4837 and 74.3941 respectively.

There is no significant gender difference between students‟ attitudes towards

academic activities in senior secondary schools in Gombe State. The mean

differences are 72.4396 and 72.1232 respectively.

On compliance to school rules, significant difference exist between male and

female students in senior secondary schools in Gombe State with means

difference of 76.6960 and 71. 4039 respectively .

4.6 Discussions of Findings

The discussion of findings in this study is done in accordance to the research questions and

hypothesis testing as they agree or disagree with relevant quoted literatures.

The use of the Pearson Product Moment Correlation statistics revealed that there is significant

relationship existing between Students Academic Self-Concept and Students Academic

68
Performance. This shows that the Students‟ Academic self-concept has an existing relationship

with the students‟ Academic performance. Hence, the null hypothesis which suggests that there

is no significant relationship between academic self-concept and academic performance of senior

secondary school students Gombe State is here by rejected. Answer to research question also

shows that Students Academic Self-concept has a significant relationship with the Students

Academic Performance of senior secondary school students in Gombe state. This is because the

calculated cumulative mean response of items of students‟ academic self-concept was found to

be higher than the decision mean. Their highest mean response shows that they have high

academic self-concept which correlates with their academic performance.

This is supported by Vincent and Simon (2005), who investigated on how self-concept and

anxiety influence students‟ academic performance in Ogoja Local Government area of Cross

River State, Their result shows that, there is significant relationship between students self-

concept and academic performance among secondary school students in Ogoja, and there is

significant relationship between students level of anxiety and academic performance. It is also

supported by Abdullahi (2010), who studied on Self-concept and academic achievement of

secondary school students in Zaria educational zone. The result revealed that there is significant

relationship between self-concept and academic achievement, it shows that self concept is

positively correlated with the academic achievement of students in senior secondary schools in

Zaria Educational Zone which also supported the findings in Government Senior Secondary

Schools in Gombe State, which also reveals that the self concept is correlated with the students‟

academic performance and therefore, significant relationship exist. Another investigation by

Foekens (2011) on Self concept and the changeability of conceptions in students with learning

69
difficulties. His result shows a relationship between learning disabilities and less favourable self

concept which support the relationship found in this study.

Outcome of hypothesis two revealed that Students Attitudes towards Academic activities has

influences on Students‟ Academic Performance as reveals by the correlation index. This shows

that the Students‟ Attitude towards academic activities has a significant relationship on the

students‟ Academic performance. Hence, the null hypothesis which states that there is no

significant relationship between academic self concept and academic performance of students in

senior secondary schools in Gombe State was rejected. The research question summarized that

students attitudes towards academic activities such as love for learning, really getting involved in

their school activities has help to develop their Attitudes towards academic activities which is

found to be high. The finding also shows that relationship exist between students‟ attitudes

towards academic activities and their academic performance. This is supported by Sarki (2001),

who investigated the influence of drug abuse on attitude to learning and academic achievement

among secondary school students in Zaria metropolis. This investigation shows that, significant

relationship exist between students‟ academic achievement and their attitude to learning, and that

significant difference exist between students who abuse drug and those who do not on their

academic performance. Faleyumu and Suleman (2009), studied on the influence of attitude to

forestry over secondary school students. Their result shows that students need to be reinforce in

other to stimulate positive attitude towards their subjects which is supported by this research

which recommends that teachers should be committed to their work and establish a good rapport

that can promote the students‟ academic performance. This investigation also reveals the

influence of attitudes towards academic activities on students‟ academic performance without

any reinforcement. Another investigation by Ahmed (2010), on evaluation of attitude to pastoral

70
nomads towards basic education programme in Nasarawa state. His result shows that, there is

significant influence of attitude towards nomadic education and the negative attitude are cause

by environment pattern, migration pattern, taxation and religious belief. This support the findings

in this research which also found that a relationship exist between students attitude towards

academic activities and their academic performance. Although result reveals that negative

attitude is form as a result of factors like environment and migration patterns, this study found

that students in government secondary schools in Gombe State have positive attitude towards

their academic activities.

Hypothesis three suggests that significant relationship was established between Students

Compliance to school rules and Students Academic Performance. This implies that the Students‟

Compliance to school rules is correlated with their Academic Performance. Therefore, the null

hypothesis which states that there is no significant relationship between compliance to school

rules and academic performance is here by rejected.

The answer to this research question showed that the overall cumulative mean of all the items in

the questionnaire was found to be higher than decisions mean. It can be accepted that student‟s

compliance to school rules such as not cheating in their exams and obeying all school rules have

influence on the students‟ academic performance. This is supported by the investigation of

Nwaka and Obikeze (2010) who conducted a research on strategies for maintaining discipline

and orderliness in secondary schools. Their result shows that neither principals nor teachers

differ in their mean rating on the possible strategies for maintaining discipline and orderliness in

secondary school influence students‟ academic performance. Another investigation by Kiggundu

(2009), on the influence of discipline management by head teachers on students‟ academic

performance in selected private secondary schools. This study is contrary to the findings in this
71
research because it reveals that, school rules help in controlling students behaviour in the school

but their awareness is lacking among the students, while in this study the students tend to

understand their school rules and were found to have high compliance which shows that the

awareness is not lacking.

Hypothesis four reveals that the comparative analysis of male and female responses using the

Independent t test statistics, showed that there is no significant differences between male and

female students in their Academic self -concept. The calculated mean of the academic self

concepts of both male and female students did not differ. Therefore, the null hypothesis which

states that there is no significant difference between male and female students academic self

concept is consequently retained and accepted.

Their responses on the research question showed that both male and female are of the opinion

that they are good students in school as this attracted their highest mean response. Details of the

male respondents on this item showed that most of them were in agreement while twenty

undecided and the rest seven in disagreement. The female response on this item showed that

most of them were also in agreement while six were undecided and the rest sixteen in

disagreement. In the same vein both male and female respondents believe that they have positive

academic self concept as they are good in school, this view attracted their second highest mean

responses by male and females respectively. Therefore there is no difference between male and

female students in their academic self concept as both male and females believe that they are

good students. This is supported by Vincent and Simon (2005) on their investigation on how self

concept and anxiety influence students‟ academic performance. Their result shows that male

students do not perform significantly better than females‟ students in academic activities. It is

72
also contrary to the study of Abdullahi (2010) who studied on self-concept and academic

achievement of secondary school students in Zaria educational zone. The result shows that male

and female students are different in their self-concept measures. And that female students have

high self concept than their male counterparts.

In the test of hypothesis five, it was discovered that there is no significant differences between

male and female students in their Attitudes towards Academic Activities. The calculated mean of

Attitudes towards Academic Activities of both male and female students coincides respectively.

This necessitated the reason for accepting the null hypothesis which states that there is no

significant difference between male and female students in their attitudes towards academic

activities.

The males believe that the things they learn in school are very important as this attracted the

male highest mean response as details show that the students were mostly in agreement while

two were undecided and the rest five in disagreement. On the other hand, majority of the female

students like learning as this attracted their highest mean response with details showing that most

of them were in agreement while thirteen were undecided and the rest thirteen in disagreement.

This shows that on students‟ attitudes towards academic activities, while most of the male

students consider what they learn in school as very important, the females students like learning.

This is supported by the investigation of Ahmed (2010) on evaluation of attitude of pastoral

nomads towards basic education programme in Nasarawa state. His finding reveals that gender

does not determine the attitude of nomads towards nomadic education.

Outcome of hypothesis six showed that differences exist between male and female students in

their Compliance to school rules. The calculated mean of Compliance to school rules by male
73
and female students differs. This reveals that the male students had significantly higher mean in

Compliance to school rules than their female counterparts. Consequently, the null hypothesis was

rejected.

Answer to the research question showed that the male students said they don‟t cheat in exams as

this attracted their highest mean response with details showing that two hundred and twenty were

in agreement as against three that were undecided while four were in disagreement. On the other

hand, the female students believe that they enjoy obeying their teachers, as this item attracted

their highest mean response of with details showing that most of them were in agreement as

against two undecided and the rest thirteen in disagreement. Therefore on compliance to school

rules, while the male students say they don‟t cheat in exams, the females said they enjoy obeying

their teachers.

This is contrary to the investigation of Wakawa (2010) on causes and incidence of examination

malpractice among students in colleges of education in Borno state, where he found that

significant difference exist in gender involvement in examination malpractice and male students

are more likely to engage in examination malpractice than their female counterparts.

This result is not surprising taking the area of this study in to consideration which is Gombe

state. The study found that male students comply with school rules more than their female

counterparts. The researcher observed some of the reasons that lead to this finding which if

taking into consideration the result may not be surprising. Some of the observations made by the

researcher include the following:

74
1. The researcher observed that some of the female students in the senior secondary schools are

married, therefore teachers are finding it difficult punishing them when they broke any of the

school rules, while the boys are seriously punished, the girls are set free.

2. Another factor at the time of compiling this data was the treat of Boko Haram insurgence in

the area where this research was conducted, as a result of several attacks within the state capital

and some parts of the state which include Government Schools, some of the Government senior

secondary schools were closed down by the state ministry of education which include

Government Secondary School Nafada, Government Girls Secondary School Malala,

Government Secondary School Dukku, including Government federal colleges while in some

instances schools were marged together in order that adequate security is provided for the school

system to thrive.

This measures were taken as a result of the fear of reoccurrence of what happened in Buniyadi of

Borno State were the insurgence killed fifty two (52) Secondary School Domitory, Government

Secondary School Potiskum where sixty one (61) students and teachers were murdered during an

early morning assembly, and Government Girls Secondary School Chibok where two hundred

and seventy (270) students were abducted in a mid-night raid by the Boko haram insurgence.

As a result of this occurrence, in the existing schools students were attending their classes in fear,

upon hearing any rumor of bomb blast within the area; the students especially the girls find their

way out without considering the school rules for their safety. Taken Abraham Maslow‟s Need

theory in consideration, we found that primary needs are our immediate needs which include

food and shelter, the next is our safety before any other thing.

75
3. The researcher also observed that some girls used to come with different things for hawking

where they concentrate on their hawking than considering the school rules.

76
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

This chapter presented the summary, conclusion and recommendations of the study. The main

objective was to determine the influence of academic self-concept, attitudes and compliance on

academic performance of senior secondary schools in Gombe state

5.2 Summary

This study was structured into five chapters in order to effectively carry out this research.

Chapter one presented the background and purpose of the study, the statement of problem and

research questions, including the six hypotheses formulated for the study, including scope and

limitations. In line with the research objectives, the study will be significant to stakeholders and

educational administrators as well as parents and students who will find it useful in their

professional duties. Government at all levels will find the outcome of this study interesting.

These stakeholders would appreciate the result of the influence of academic self-concept,

attitudes and compliance on academic performance of senior secondary schools in Gombe state,

which will help in taking good measures that can provide sound academic performance.

The chapter two of this study reviewed the related literature to the concepts, components and

types with their relationship with students‟ academic performance. The quoted literature was

duly acknowledged.

Chapter three explained the methodology used in the collection of data for this study. In the

sampling technique, 430 students responded to the questionnaires distributed to them, their

77
responses form the basis of this study. Statistical analysis and interpretation of the findings from

the analyzed data were presented in chapter four.

Findings showed that students‟ academic self-concept, students‟ attitudes towards academic

activities and compliance to school rules is related to their academic performances. It also

reveals that male and female students did not differ in their academic self-concept and attitudes

towards academic activities but differ in compliance to school rules.

Chapter five presents the study‟s summary of the five chapters and offer conclusion and

recommendations.

5.3 Conclusion

The study aimed to determine the influence of academic self-concept, attitudes towards academic

activities and compliance to school rules on academic performance of senior secondary school

students in Gombe state. A total of 430 students that were randomly selected duly responded to

this study.

The high point of the analysis includes:

Significant relationship exists between academic self-concept and academic

performance of students in government senior secondary schools in Gombe State.

Students‟ attitudes towards academic activities has significant relationship with

their academic performance in senior secondary schools in Gombe State.

Students‟ compliance to school rules has a significant relationship with their

academic performance in senior secondary schools in Gombe State.

There is no difference between male and female students' academic self-concept

in senior secondary schools in Gombe State.

78
 There is no gender difference in students‟ attitudes towards academic activities in

senior secondary schools in Gombe State.

Significant differences exist between male and female students compliance with

school rules in senior secondary schools in Gombe State.

5.4 Recommendations

The following recommendations are suggested as a result of the analysis of the study:

Students should maintain their academic self- concept and improve their academic

performance by striving to have good grades in their exams.

Positive attitudes towards academic activities yield to better academic

performance, therefore, students should maintain good attitude that can improve

their academic performance.

Students should comply to all school rules which are geared towards fulfilling

optimum academic performances.

Teachers should be committed to their work, establish good relationship with their

students, they should be role models and demonstrate positive compliance.

Government should take good measures by providing infrastructure, provision of

qualify teachers and adequate supervision that can improve the students‟

academic performance.

Parents should motivate their children to maintain positive academic self-concept,

encourage their positive attitudes towards academic activities and compliance by

79
 paying attention to all their welfare issues such as school fees, books, feeding and

being involved in their after school activities.

5.5 Suggestions for further studies

The following suggestions are made in related area of this study for further research work:

Effect of home background and motivations on academic performance of

Secondary School Students in Gombe State.

Relationship between students interest, motivation and attitude on academic

achievement of secondary school students in Gombe state

Influence of Academic self-concept, Attitude and Motivation in private

secondary schools in Gombe state.

80
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 APPENDIX A
ACADEMIC SELF-CONCEPT QUESTIONNAIRE (ASCQ)
BIO-DATA
Gender: Male [ ] Female [ ]
Age [ ]
Instruction: Please tick against each statement which best shows how you see yourself. Please be
honest and tick [ P] exactly as you feel about the statement, the options are:
Strongly Agree (SA)
Agree (A)
Undecided (U)
Disagree (DA)
Strongly Disagree (SDA)
STUDENTS ACADEMIC SELF CONCEPT
Strongly Agree Undecided Disagree Strongly
Agree Disagree
I do well at school
I am a good student
I make good grades in school
I learn things quickly
I have good reading comprehension
Learning new things is difficult for me
I find it difficult to understand the
assignments given to me
I have trouble with most academic subjects
It is difficult for me to complete my class
assignment
When I am given a test, I am capable of
passing
My teachers think I am very clever
I solve academic problems quite easily
I take an active part in classroom activities
I usually keep quite when my school work is
too hard
I speak well in front of the class
I am a failure at school
My classmates in school think I have good
ideas
I am good in my school work
I am able to get my school work done on
time
My teachers feel that I am not good enough
Source: Self constructed questionnaire based on literature review of related questionnaires

89
 APPENDIX B
ATTITUDES TOWARDS ACADEMIC ACTIVITIES QUESTIONNAIRE (ATAAQ)
BIO-DATA
Gender: Male [ ] Female [ ] Age [ ]
This questionnaire is designed to understand your attitude towards school. A number of
statements are presented to which you are to indicate your feelings on each. Please be honest and
respond by ticking [ P] one of the four options that best describe your feelings. The options are:
Strongly Agree (SA) Agree (A)
Undecided (U) Disagree (DA)
Strongly Disagree (SDA)

STUDENTS’ ATTITUDES TOWARDS ACADEMIC ACTIVITIES

Strongly Agree Undecided Disagree Strongly
Agree Disagree
I really get involved in my school work
I like learning
I spend more time studying
School is boring
I feel proud to be a student
I can‟t see any relevance in most of the
school work
Low marks in exam make me feel
ashamed
School can help me to live more
comfortable
Lessons in school are not interesting
School lessons are a waste of time
I look forward to going to most of my
classes
I enjoy my relationship with teachers
The things I learn are very important
I want to go to university or college to
study for a degree or higher education
I find it difficult to get myself motivated
to study
I often discuss my school work with
members of family
Being in school really help me to develop
my skills
I hate spending my free time doing home
work
Money spent in school is wasted
I would consider teaching as a career
Source: Self constructed questionnaire based on literature review of related questionnaires
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 APPENDIX C
COMPLIANCE TO SCHOOL RULES QUESTIONNAIRE (CSRQ)
BIO-DATA
Gender: Male [ ] Female [ ] Age [ ]
This questionnaire is designed to understand how you conform to school rules and regulations. A
number of statements are presented to which you are to indicate your level of conformity to the
items. Please be honest and respond by ticking [ P] one of the four options which are:
Strongly Agree (SA)
Agree (A) Undecided (U) Disagree (DA) Strongly Disagree (SDA)
COMPLIANCE TO SCHOOL RULES
Strongly Agree Undecided Disagree Strongly
Agree Disagree
I don‟t go out of school without
permission
I don‟t cheat in exams
The rules in my school are okay
I don‟t care destroying school furniture
I enjoy obeying my teachers

I obey the prefects in my school

I am not afraid of doing things that are
punishable at school
I avoid committing offences at school
Obeying school rules can arrest truancy
among students
I am always present at school
I stay in school till closing time
I use to miss some lessons
I come to school on time

I ask for assistance during exams

After holidays I resume school on the

said day
If I don‟t do my homework I absent
myself from school
Discipline in schools should be
maintained
The rules in my school are harsh and I
don‟t like them
I make sure my school uniform is
always neat
I avoid fighting with any one at school
Source: Self constructed questionnaire based on literature review of related questionnaires
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 APPENDIX D
ENGLISH LANGUAGE TEST SS II TIME ALLOWED 1 ½ HOUR
OBJECTIVE: Attempt all questions time allowed:
From the words or group of words letter A to D, choose the words associated with building that
best complete the following sentences.
The building collapsed because it did not have a solid_____________
(a) House keeper (b) Foundation (c) Television (d) Kitchen
2. I gave my father the building______________ for safe keeping.
(a) Document (b) Broom sticks (c) Cup (d) Plate
3. Mr. Abdullahi just bought a new______________ of land.
(a) Clothe (b) Car (c) Plot (d) Shoe
4. My uncle is an_____________, he designs buildings
(a) Doctor (b) Architect (c) Surveyor (d) Farmer
5. Our toilet need to be repaired so my father called a_________________
(a) Mechanic (b) Plumber (c) Teacher (d) Pilot
6. The __________ stopped working because it started to rain.
(a) Bricklayer (b) Electronics (c) Students (d) Bankers
7. What colours are we going to use on the__________________.
(a) Car (b) Motorcycle (c) Wall (d) Ball
From the options A to D, pick the prefixes or suffixes that best completes the words above to give a
new meaning.
8. Breakable
(a) Un (b) Dis (c) Semi (d) Anti-
9. Agree
(a) Anti (b) un (c) Dis (d) Over
10. Corruptible
(a) Anti (b) Semi (c) Dis (d) In
11. Malaria
(a) Dis (b) Anti (c) Over (d) Un
12. Justice
(a)ify (b)ful (c) lly (d) tion
13. Circulate
ian (b) ion (c)ful (d) ous
14. Electric
(a)ity (b)ion (c)ful (d)clon
15. Communicate
(a)ian (b)ion (c)ful (d)sion

From the list of words letter A to D chose the one that is nearly opposite in meaning to the
underlined word and that at the same time correctly fill the gap from number 16 to 25.
16. The handsome profit from her business made Mrs. Uba stop complaining about her
husband‟s ________________ salary.
(a)Ugly (b) Meager (c) Modest (d) Lowly
17. Chief Osa prefers fame in the village to _____________ in the city.
(a) Neglect (b) Ignorance (c) Poverty (d) Obscurity
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18. The media house should employ the novice and the___________ journalist.
(a) Apprentice (b) Probationer (c) New cower (d) veteran
19. While the registrar considers the matter insignificant his deputy sees it as _________.
(a) Minute (b) Crucial (c) Compulsory (d) Marvelous
20. It pays to be firm rather than _________________in a case like this.
(a) Flexible (b) Frank (c) Irresponsible (d) Careless
21. Usually, Joseph is articulate in his speech but today he sounds___________.
(a) Clear (b) Turgid (c) Timid (d) Incoherent
22. The man's first wife is loyal while the second is ________.
(a) Unfaithful (b) Unkind (c) Selfish (d) Hostile
23. Rather than convict him impartial judge _______ him.
(a) Blamed (b) Dismissed (c) Upheld (d) Acquitted
24. Instead of reconciling her parents, Mary worked hard of______________.
(a) Dividing (b) Destroying (c) Separating (d) Isolating
25. We thought that Uncle Sam's health had improved but it had rather_______.
(a) Persisted (b) Deteriorated (c) Depend (d) Decreased
From the following option A to D select the correct spelling
26. (a) Delisious (b) Delisious (c) Delicious (d) Deliscious
27. (a) Laftenant (b) Leutenant (c) Lieutenant (d)Liutenant
28. (a) Neighbour (b) Neigbour (c) Neighbor (d)Nighbour
29. (a) Seperately (b) Saperately (c) Separately (d) Seperately
30. (a) Transparant (b) Transparent (c) Transparent (d) Tresperarent
From the options A-D select the word that is spelled in British English
31. (a) Enlargement (b) Enlargament (c) Enlergarment (d) Enlergement
32. (a) Pharmasist (b) Pharmacist (c) Farmacist (d) Pharmecist
33. (a) Gray (b) Defence (c) Defense (d) Plow
From letter A-D choose the one that is more appropriate interpretation of the expression
underlined
34. After four years of hard work, he passed his law examination and was called to bar
(a) Was admitted as a barrister (b) was indicted for an offence (c) was invited to a beer parlour
(d) was appointed as a judge
35. The newspaper coated the ministermore costly verbatim
(a) Indirectly (b) tendentiously (c) upside down (d) word to word
36 People fear that the regulation will make petroleum product more costly
(a) More affordable (b) more available (c) cheaper (d) more expensive
37. He recently took up swimming as a hobby
(a) Discontinue learning (b) Neglected learning (c) Stated learning (d) Stoped learning
Choose the word that is nearest in meaning to the underlined word
38. Smoking is prohibited in public place
(a) Forbidden (b) Allowed (c) Accepted (d) protected
39. I found my things intact in the hostel
(a) Unclean (b) packed (c) Neat (d) Cattered
40. The house is vacant
(a) Not habitable (b) Deserted (c) Unoccupied (d) Abandoned

93
Fill in the blank space with the correct option
41. She has not _________ doing her primary job as most needed of her
(a) Bin (b) be (c) Being (d) Been (e) Best
42. The little girl had been falsely _________ of stealing the doll
(a) Warned (b) Abused (c) Accused (d) Needed (e) Wanted
43. Rain fell so ___________ yesterday that we were unable to attend the party
(a) Heavy (b) Heavenly (c) Heavily (d) Angrily (e) Poorly
44. The train was so ________ that he was unable to catch it
(a) Fast (b) Faster (c) Fastest (d) Fasting (e) Powerful
45. Most urban areas are highly __________________
(a) Congested (b) Constricted (c) Concentrated (d) Convergent (e) Congregated
Choose from the options lettered a-e the one that most appropriately completes the sentences
46. I cannot agree __________ such a proposal
(a) about (b) for (c) in (d) to (e) with
47. Neither the brother nor the sister felt happy __________ the incident
(a) about (b) by (c) for (d) in (e) to
48. Is it try that your brother has been charged ___________ house breaking?
(a) Against (b) for (c) into (d) on (e) with
49. My friend celebrated Christmas _________ the New year at Kafanchan
(a) again (b) also (c) as well as (d) including (e) so
50. A noun phrase has the following except
(a) A subject (b) an object (c) a complement (d) a comment

94
 APPENDIX E

MATHEMATICS TEST SSII TIMED ALLOWED 1 HOUR

OBJECTIVE: ANSWER ALL QUESTIONS
Evaluate the product of 54 and 53
[a]5 [b]5 1 [c]5 8 [d]512
7

Evaluate (101.5)2 - (100.5)2

[a] 1 [b] 2.02 [c] 20.02 [d] 202
d2-5d+6=0 the root of the equation are
[a] 2 and 3 [b] 3 and 4 [c] 4 and 5 [d] 5 and 6
Given that A.P 9, 12, 15, 18, ……………… Find 8th term
[a] 3 [b] 40 [c] 29 [d] 30
Given that the G.P 5, 10, 20, 40, 80, …………… find the geometric ratio
[a] 4 [b] 3 [c] 5 [d] 2
Given that the sum of the G.P 2+6+18+54+ ……... + 1458. Find the first term and
the common difference
[a] 2 and 6 [b] 2 and 4 [c] 2 and 3 [d] 2 and 5
Factorize the following expression
[a] [b] [c] (d)
If a x ∞ y and x=20 when y=4. Find x when y=12
[a] 60 [b] 40 [c] 80 [d] 90
Find the reciprocal of ¾
[a] 3/4 [b] 2/3 [c] 4/3 [d] 3/2
If the reciprocal of 8
[a] 8/1 [b]2/8 [c] l/8[d]3/8
Estimate the value of 0.079x0.521
[a] 0.06 [b] 0.08 [c] 0.04 [d] 0.07

Solve (x+2) 2 = 0
[a] -3 or -2 [b] -4 or -6 [c] -2 or -2 [d] -6 or -3
Express the approximation 13435.7954 to the nearest thousand
[a] 13,000 [b] 13,400 [c] 13, 430 [d] 13, 200
345 evaluate to 1 s.f
[a] 340 [b] 400 [c] 332 [d] 410
A line segment joining any two point on it circumference is called
[a] chord [b] a diameter [c] minor arc [d] an arc
We can only use Pythagoras theorem to solve
[a] right angle [b] acute angle triangle [c] obtuse angle triangle [d] right angle triangle
If then x
[a] x=4 or -9 [b] x=4 or 9 [c] x=5 or 6 [d] x=3 or 9
Express the product of 0.06 and 0.09 in standard form
[a] 5.4 x 10-3 [b] 5.4 x 10 -2 [c] 5.4 x 10 -1 [d] 5.4 x 103 [a] 8 [b] 9 [c] 6 [d] 7
find two number which differ by 4 whose product is 45
[a] 6 and 10 [b] 1 and 5 [c] 11 and 14 [d] 5 and 9
find two consecutive numbers whose product is 156
[a] 5 and 6 [b] 12 and 13 [c] 14 and 15 [d] 16 and 17
The sum of interior angle of a triangle is equal to
[a] 360° [b]90° [c] 100° [d] 180°

95
 Solve the following pairs of simultaneous equation
[a] x=2, y=4 [b] x=-l, y=4 [c] x=-1, y=-4 [d] x=3, y=5
The figure above is called
[a] acute angle triangle [b] obtuse angle triangle [c] right angle triangle [d] reflex angle triangle
In triangle XYZ, Y=13°, x=10m z=15m find y
[a] y=1.2m [b] y=2.5m [c] y=23m [d] y=5.72m
If 5x-2 x 4 find the range of values of x for which 2x+5 1 and x 4 1 are both satisfied
[a] -2 x 5 [b] - 3 x 5 [c] 4 x 8 (d) -3x5
A school contains 357 boys and 323 girls if a student is chosen at random what is the
probability that a girl is chosen
[a] 25/40 [b] 3/40 [c] 19/40 [d] 30/40
Sin is equal to
[a] [b] [c] [d]
is called
[a] Sine rule [b] cosine Rule [c] Pythagoras [d] Trigonometric ration
Two numbers have a difference of 3, the sum of their square is 89. Find the number
[a] 8, 9 [b] 8, 6 [c] 15, 10 [d] 2, 5
The angle of elevation of x from y is 30° if xy=40m how many is x above the level of y
[a] 10m [b] 20m [c] 23m [d] 40m
Simplify
[a] [b] [c] [d]
Express 0.031 in standard form
[a] [b] [c] [d]
Solve the equation
[a] x=2 or -3 [b] x=4 or -3 [c] x=2 or -9 [d] x=4 or -9
Round off the number 163.864 to 2 decimal places
[a] 163.87 [b]163.84 [c]163.86 [d] 164.00

Express 234 in standard form

[a] [b] [c] [d]
Round off 146.83 to 3 significant figures
[a]147 [b] 146 [c] 148 [d] 145
Simplify
[a] [b] [c] [d]
Round off 0.002 to 2 significant figures
[a] 0.02 [b] 0.002 [c] 0.00 [d] 0.0020
Calculate the area of a circle of radius 3.5 cm
[a] 28.49 [b]38.49 [c] 45.89 [d] 35.48
Solve simultaneously
[a] x=3, y=4 [b] x=5, y=2 [c] x=5, y=4 [d] x=5, y=2

96
 Solve
[a] x=2 or 3 [b] x=1 or -7/2 [c] x=1 or -15/2 [d] x=3 or 1
A die is rolled 200 times. The outcomes obtained are shown in the table below
Number 1 2 3 4 5 6

No. of times 25 30 45 28 40 32
Use the above table to solve question 12 to 14
Find the experimental probability of obtaining 2
[a] 0.4 [b] 0.2 [c] 0.5 [d] 0.15
Find the experimental probability of obtaining 5
[a] 0.2 [b] 0.5 [c] 0.8 [d] 0.12
Find the experimental probability of obtaining 6
[a] 0.2 [b] 0.14 [c] 0.16 [d] 0.13

If £1 = N 4.90, express £300 in Naira

(a) N 61 [b] N 870 [c] N 980 [d] N 1470
Solve simultaneously
[a] [b] [c] [d]
If £1 = N4.90, change N 1000 to pounds sterling to the nearest £.
[a] £200 [b] £21 [c] £204 [d] £205
Round off the number 146.83 to 1 decimal places
[a]147.0 [b]146.9 [c] 146.8 [d] 146
Simplify
[a] [b] [c] [d]
Simplify
[a] [b] [c] [d]

97