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SELF-EFFICACY AND SELF-ESTEEM AS PREDICTORS OF STUDENTS ATTITUDE TOWARDS EXAMINATION MISCONDUCTS IN RIVERS STATE SECONDARY SCHOOLS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This research study explores the relationship between self-efficacy, self-esteem, and students’ attitudes towards examination misconducts in Rivers State secondary schools. The aim of the study is to investigate whether self-efficacy and self-esteem serve as predictors of students’ attitudes towards engaging in examination misconducts.
The research methodology employed a quantitative approach, utilizing a survey questionnaire as the primary data collection instrument. A sample of students from various secondary schools in Rivers State was selected through a stratified random sampling technique. The questionnaire consisted of items that measured self-efficacy, self-esteem, and attitudes towards examination misconducts.
The results of the study indicated a significant relationship between self-efficacy and students’ attitudes towards examination misconducts. Higher levels of self-efficacy were associated with more positive attitudes, indicating a decreased likelihood of engaging in examination misconducts. Similarly, self-esteem was found to be negatively correlated with students’ attitudes towards examination misconducts, with higher levels of self-esteem associated with more positive attitudes.
Furthermore, regression analysis revealed that both self-efficacy and self-esteem significantly predicted students’ attitudes towards examination misconducts. The findings suggest that students who possess higher levels of self-efficacy and self-esteem are less likely to engage in examination misconducts.
These results have important implications for educational policymakers, school administrators, and teachers. By promoting and enhancing students’ self-efficacy and self-esteem, educators can foster positive attitudes towards examinations and reduce the incidence of misconduct. Strategies such as providing support, encouragement, and opportunities for students to develop their self-efficacy beliefs and self-esteem should be incorporated into educational interventions.
In conclusion, this study provides insights into the role of self-efficacy and self-esteem as predictors of students’ attitudes towards examination misconducts in Rivers State secondary schools. It highlights the importance of promoting positive self-beliefs and self-esteem among students to foster a culture of academic integrity and discourage examination misconducts.
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