RELATIONSHIP BETWEEN SELF-CONCEPT AND STUDENTS’ ACADEMIC PERFORMANCE IN TECHNICAL DRAWING IN TECHNICAL COLLEGES IN EDO STATE
Keywords:
Academic Performance, Technical Drawing, Self-Concept.Abstract
This study investigated the relationship between self-concept and students' academic performance in technical drawing in Edo State technical colleges using a correlational research design. One research question and one null hypothesis guided the study, the hypothesis was formulated and tested at .05 level of significance. The population of the study consisted of 834 technical drawing students from the five Edo State technical colleges. Purposive sampling technique was used to obtain a sample size of 322 from the total population and used for this study. Two research instruments: standardized technical drawing achievement test (TDAT), and Academic self-concept scale (ASCS) were used in this study. Standardized TDAT was adopted from the National Technical Certificate Examination past questions. Three experts in Technical Education and measurements and evaluation validated the instrument. Cronbach Alpha was used to determine the reliability coefficients of' self-concept questionnaire which yielded the reliability coefficient values of .87. 303 copies of the instruments were duly completed, returned and used for data analysis. Pearson Product Moment Correlation Co-efficient (PPMCC) was used for data analyses to answer the research question and linear regression was used to test the hypothesis at .05 level of significance. Results revealed a high positive correlation and relationship between self-concept and students' academic performance in technical drawing in technical colleges in Edo State. Based on this finding, it was recommended that to create confidence in students and their ability to overcome academic problems and reach their desired academic goals, students should work to cultivate and develop positive beliefs about themselves and their self-worth, among others.
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