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BELIEF SYSTEM, PEER PRESSURE AND SELF-MONITORING SKILLS AS DETERMINANT OF ACADEMIC ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OGUN STATE
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 study aimed to investigate the relationship between belief systems, peer pressure, self-monitoring skills, and academic achievement among senior secondary school students in Ogun State, Nigeria. The study’s objective was to determine the extent to which these factors influence students’ academic performance and identify potential strategies for improving educational outcomes.
The study employed a quantitative research design, utilizing a questionnaire survey as the primary data collection method. A sample of senior secondary school students from various schools in Ogun State was selected through a multistage sampling technique. The questionnaire consisted of sections on belief systems, peer pressure, self-monitoring skills, and academic achievement.
The findings revealed that belief systems play a significant role in shaping students’ academic achievement. Students with positive belief systems, such as a strong self-efficacy and growth mindset, tended to achieve higher academic performance. Conversely, students with negative belief systems, such as a fixed mindset or low self-esteem, exhibited lower academic achievement.
Peer pressure was found to be another influential factor affecting academic achievement. Students who faced negative peer pressure, such as engaging in deviant behaviors or prioritizing social acceptance over academics, experienced a decline in their academic performance. Conversely, students who surrounded themselves with positive peer influences and maintained a focus on their studies achieved better academic outcomes.
Furthermore, self-monitoring skills emerged as a crucial determinant of academic achievement. Students who demonstrated effective self-monitoring skills, such as setting goals, managing time, and regularly evaluating their progress, exhibited higher academic performance. On the other hand, students who lacked self-monitoring skills experienced difficulties in staying organized, managing their time effectively, and maintaining consistent study habits, leading to lower academic achievement.
In conclusion, this study highlights the importance of belief systems, peer pressure, and self-monitoring skills as determinants of academic achievement among senior secondary school students in Ogun State. By addressing these factors, educators and policymakers can contribute to improving educational outcomes and fostering a conducive learning environment for students in the region.
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