Relationship Among Self-Concept, Study Habits and Academic Achievement of Pre-Nce Students in Zamfara State College of Education, Nigeria
Sulaiman Adamu Mayanchi1, Aqeel Khan2, Adibah Binti Abdul Latif3
1Sulaiman Adamu Mayanchi, Ph.D Student, School of Education, Universiti Teknologi Malaysia (UTM), Johor, Malaysia.
2Aqeel Khan, Senior Lecturer, School of Education, Universiti Teknologi Malaysia (UTM), Johor, Malaysia.
3Adibah Binti Abdul Latif, School of Education, Universiti Teknologi Malaysia (UTM), Johor, Malaysia.
Manuscript received on 12 May 2019 | Revised Manuscript received on 19 May 2019 | Manuscript Published on 23 May 2019 | PP: 1867-1870 | Volume-7 Issue-6S5 April 2019 | Retrieval Number: F11350476S519/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The main purpose of this study was to determine the relationship between self-concept, study habits and academic achievement of the Pre-NCE students of Zamfara state College of Education Maru. Two hundred and ninety five (295) students were sampled from the total population of 1268 Pre-NCE students of 2011/2012 academic session. Four hypotheses were generated in the study and correlational research design was used to analyze the data. Adopted versions of Akinboye’s Adolescent personality Data inventory (APDI) 1985) the study habits Inventory (SHI) adopted by Bakare (1977), and researcher’s self-designed instruments on English and mathematics to serve as (A.A.T) was used to collect data for this study. Multiple regression analysis and the Pearson Product Moment Correlation Co-efficient were used to analyze data collected at 0.05 alpha levels. Results of the study showed that self-concept emerged as a positive predictor of academic achievement than study habits.
Keywords: Education Concept Data Analysis.
Scope of the Article: Smart Learning and Innovative Education Systems