Effiom Etim Effiong, Ann Obela Imong & Aricha Simon Ajah
Abstract
This study examined the influence of self-concept, test anxiety, age, attitudes towards biology, and motivation to study biology, on achievement in Biology among senior secondary school students in Calabar Education Zone of Cross River State. One hypothesis was formulated to direct the study. Ex post facto research design was adopted for the study. A sample of 456 Biology students was drawn for the study using stratified simple random sampling technique. The instruments for data collection were the Psychosocial Variable Scale (PVS) and Biology Achievement Test (BAT), developed by the researchers. The instruments were face and content validated. Cronbach Alpha and Kuder-Richardson formulae were used to establish the reliability of the instruments, whose estimates were 0.92 and 0.82 respectively. The independent t-test statistical technique was adopted to test the hypothesis under study at .05 level of significance. The results indicated that while test anxiety and motivation had significant influence on students’ achievements in Biology, students’ age, self-concept, and attitude towards biology had no significant influence. Based on the findings of the study, it was recommended that Guidance counsellors should motivate students to develop confidence in themselves and take their studies seriously in order to improve their achievement in Biology.