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TASK PERSISTENCE AND PAST ACADEMIC RECORD OF STUDENTS IN JUNIOR SECONDARY SCHOOL BASIC SCIENCE AS PREDICTORS OF STUDENTS’ ACADEMIC ACHIEVEMENT IN PHYSICS”
Abstract
This study examined task persistence and past academic record of students in junior secondary school Basic Science as predictors of students’ academic achievement in physics. Correlational survey research design was employed in the study. A sample of two hundred and ten (210) SS II science students was drawn from a population of 1,904 using multi-stage sampling procedure. “Students’ Task Persistence Questionnaire (STPQ)” and “Students’ Academic Achievement Proforma (SAAP)” were used for data collection. The instruments were validated, and data obtained from trial testing the STPQ were used to establish the reliability of the instrument using Cronbach Alpha method. An internal consistency reliability index of 0.83 was obtained. Data collected were analyzed using regression analysis. The result revealed that Basic Science predicted students’ academic achievement in Physics by 23%. The result also revealed that the variation in students’ achievement in Physics as predicted by achievement in Basic Science is significant. The findings also revealed that task persistence did not predict the academic achievement of students in Physics. Based on the findings, it was recommended among others, that Basic Science in junior secondary schools should be properly taught in order to lay a solid foundation so as to ensure a higher academic achievement of students in the senior secondary school Physics; and as well achieve the objectives of Basic Science curriculum.” Keywords: Achievement, Basic Science, Task Persistence, Physics