Attitude as Predictor of Academic Achievement of Secondary School Physics Students' in Agbani Education Zone
Kingsley T. Onah, Mathew N. Agbo
Students' continuous underachievement in physics has underpinned the efficacy of non-cognitive variables like students attitude in physics. Therefore, the purpose of the study was to investigate attitude as predictor of academic achievement of secondary school Physics students in Agbani Education Zone of Enugu State. An Ex-post-facto and correlational survey research design was adopted for the study. The population of the study was 2752 SS II Physics students' in Agbani education zone from 44 public schools. Purposive sampling procedure was used in selecting 275 Physics students comprising 144 males and 131 females from twelve selected schools in the Zone. Physics Attitude Scale (PAS) adapted from Sumeyye and Oktay (2020) and Students' Achievement Scores obtained from their promotion examination results of 2022/2023 academic session from the schools used were used for data collection. The instrument (PAS) was face validated by three experts and tested for reliability using Cronbach's alpha with the reliability index of 0.82. Data were analyzed using simple regressions. The results indicated that attitude relatively and significantly contributed 39% to the prediction of academic achievement of secondary school Physics. Based on these findings, it was recommended that students should develop positive attitude in physics. Teachers should adopt teaching strategies that would stimulate students positive attitude in teaching Physics.