Self-Regulation and Peer Influence as Determinants of Senior Secondary School Students’ Achievement in Science

Kayode John Olasehinde, Rafiu Ademola Olatoye

Abstract


The study investigated self-regulation and peer influence as determinants of senior secondary school students’ achievement in science. Descriptive research design was used to carry out the study. Two hundred and four (204) students were randomly selected from the three geopolitical zones of Katsina State. Three (3) instruments were used to collect data for the study viz: (1) Self-Regulation Questionnaire (SRQ); (2) Peer Influence Questionnaire (PIQ); and (3) Science Achievement Test (SAT). Data collected were analysed using Multiple Regression, Linear Regression, Pearson Product- Moment Correlation Coefficient and T-test. The findings revealed that self-regulation and peer influence together accounted for 1.2%of the total variance in science achievement. (R2 =0.012, p >0.0); self-regulation alone accounted for 0.8% of the total variance in science achievement ( R 2 = .008, p>0.05); peer influence alone accounted t for 0.0% of the total variance in science achievement (R2 =0 .000, p>0.05). There was a positive significant relationship between self-regulation and peer influence (r = +0.399, p>0.05); there was a positive but not significant relationship between science achievement and self-regulation (r = +0.090, p> 0.05). There was no significant difference between male and female students in self-regulation, peer influence and science achievement (t = -1.777, 0 .218 and 0 .678, p >0.05 respectively). It was recommended among others that teachers should be able to counsel students to manage their time and avoid negative peer influence that might negatively affect their performance.

DOI: 10.5901/mjss.2014.v5n7p374


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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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