Investigating the Impact of Interest and Motivation on Literacy Achievement in Wukari Education Zone, Taraba State
Keywords:
Interest, Motivation, Literacy skills, Achievements, StudentsAbstract
The study investigated the Influence of Self-Efficacy on Student’s Achievement in Literacy Skills in Wukari Education Zone, Taraba State, Nigeria. The study tried to determine the influence self-efficacy has on students’ achievement in literacy skills. The population of the study was 1,287 JS II students made up of 598 males and 689 females. A sample of 330 JS II students was selected through proportionate sampling. The study was guided by two research questions and two hypotheses. Ex-post facto design was used to carry out the work and three instruments: Self-Efficacy Scale (SES), Writing Achievement Test (WAT) and Reading Comprehension Achievement Test (RCAT) were used to collect data for the study. Data collected were analysed using mean and standard deviation to answer the research questions while the hypotheses were tested using regression analysis. The study revealed that students’ self-efficacy beliefs influenced their achievements in literacy skills and a significant difference in the mean achievement scores in literacy skills between students with low self-efficacy and those with high self-efficacy. Based on the findings of the study, it was recommended that schools should develop and implement programs aimed at enhancing self-efficacy among students, particularly targeting those with low self-efficacy levels and also educators should regularly assess students' literacy skills and provide constructive feedback as this practice will help students recognize their progress and capabilities, reinforcing their belief in their literacy abilities and motivating them to strive for higher achievements.
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