Impact of Study Habits and Self-Concept on Academic Performance among Secondary School Biology Students in Zaria Local Government Area, Kaduna State Nigeria

Abstract

This paper investigated the impact of study habits and self-concept on academic performance
among secondary school biology students in Zaria Local Government area, Kaduna State,
Nigeria. The research design was a quasi-experimental. Population of the study was all 8254
Senior Secondary School II students in Zaria Local Government Area, Kaduna State, from
which 220 were purposefully selected from four secondary schools as sample. Three
instruments were used for the study which include: Study Skills Inventory, Self-Concept
Questionnaire and Biology Performance Test. The study answered research questions such
as: Do students’ self-concept predict their academic performance in biology? Hypotheses
formulated include: There is no significant difference between students’ academic
performance in biology and their self-concept in Zaria Local Government Area. The data
collected were analysed using t-test and Pearson Product Moment Coefficient. Findings
revealed that the students’ study habits significantly correlated with the biology achievement
test. Also, their self-concept in relation to biology was average, which was found to be highly
correlated with their performance in the subject. It was recommended teachers and school
management should help students through teaching and public enlightenment in the schools
to develop positive study habits to enhance academic performance.