PSYCHO–SOCIAL FACTORS AND TEACHER–STUDENTS INTERACTION AS PREDICTORS TO INTEREST AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG COLLEGES OF EDUCATION STUDENTS

PSYCHO–SOCIAL FACTORS AND TEACHER–STUDENTS INTERACTION AS PREDICTORS TO INTEREST AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG COLLEGES OF EDUCATION STUDENTS, NORTH–WEST, NIGERIA

ABSTRACT

The study investigates psycho-social factors (parental involvement, peer group influence and academic self-efficacy) and teacher-students interaction (low, medium and high) as predictors of students‟ interest and academic performance in Integrated Science in Colleges of Education, North-West, Nigeria. The study had seven objectives and based on these, seven research questions were raised and seven corresponding null hypotheses formulated for testing. A total of 1,792 NCE II Integrated Science students from ten co-educational Colleges of Education in the area formed the population of the study. Three hundred and seventeen (317) students comprising 259 males and 58 females constituted the sample of the study. Simple random sampling technique involving fish bowl method was used in selecting the sample. The design employed in the study was a survey research design. The instruments used were Psycho-social Factors Questionnaire (PSSFQ), Eggleston Science Teaching Observation Schedule (ESTOS), Students‟ Integrated Science Interest Questionnaire (SISIQ) and Integrated Science Academic Performance Test (ISAPT). The reliability coefficients of the instruments were determined to be 0.80, 0.87, 0.81 and 0.74 respectively. Pearson Correlation and Regression Analyses were the statistical tools used in analysing the data. Correlation analyses were used in answering the research questions while Multiple Regression Analyses were used for testing null hypotheses 1 – 6 and Simple Linear Regression Analysis was used in testing null hypothesis 7 at P < 0.05 level of significance. The findings of the study included the following among others: there was significant positive relationship between parental involvement and students‟ academic performance. There was also a significant positive relationship between high level of teacher-students interaction and students‟ academic performance. Based on the findings, it was therefore recommended among others that science teachers should try to be practicing high level of teacher-students interaction in the class for better students‟ academic performance. Students should be enlightened on the types of peers (friends) they should associate themselves with; especially those that will help them to enhance their interest and their academic performance.

PSYCHO–SOCIAL FACTORS AND TEACHER–STUDENTS INTERACTION AS PREDICTORS TO INTEREST AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG COLLEGES OF EDUCATION STUDENTS, NORTH–WEST, NIGERIA