Psychological Factors Influencing Students' Academic Achievement in Biology in Some Selected Secondary Schools in Ilorin, Kwara State

1.1 Introduction

Academic achievement refers to the level of success a student attains in educational tasks, typically measured through examination results, continuous assessments, and other performance indicators (Okoye, 2018). In the context of secondary school education, academic achievement in subjects such as Biology is crucial because it not only reflects students' understanding of scientific concepts but also shapes their future career opportunities in science-related fields.

Psychological factors are individual mental and emotional processes that influence how students perceive, process, and retain information (Ormrod, 2016). Schunk & DiBenedetto (2020) defined motivation as a central component, as students who are intrinsically or extrinsically motivated are more likely to engage actively with Biology content, and achieve better academic outcomes (Schunk & DiBenedetto, 2020).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.

1.2 Background of Study

The academic performance of students in secondary schools has remained a major concern for educators, parents, and policymakers in Nigeria. Biology, being a core science subject, is pivotal for students' understanding of the natural world and serves as a foundation for further studies in medicine, agriculture, environmental science, and related disciplines. However, several studies have highlighted that many students in secondary schools, particularly in Ilorin, Kwara State, fail to achieve desirable outcomes in Biology examinations. According to Aremu and Oluwole (2015), poor performance in science subjects, including Biology, is often attributed to a combination of instructional, environmental, and psychological factors. They reported that even when schools are well-equipped and teachers are competent, students' internal psychological states significantly influence their ability to grasp complex scientific concepts and perform effectively in examinations.

Motivation is widely recognized as a key psychological factor in determining students' academic success. Schunk and DiBenedetto (2020) asserted that students with high intrinsic motivation are more likely to invest time and effort into learning, persist in the face of difficulties, and achieve better academic outcomes. Conversely, students with low motivation often display disengagement, procrastination, and a lack of commitment to learning tasks, which negatively affects their performance in Biology. Similarly, Udo (2017) reported that students' motivation is shaped not only by personal interest but also by the support of teachers, peers, and family members, highlighting the social dimension of psychological influence on learning.

Self-efficacy, defined as a student's belief in their ability to successfully perform specific academic tasks, is another factor that impacts academic achievement. According to Bandura (1997), students with high self-efficacy approach challenges with confidence, employ effective learning strategies, and exhibit resilience when faced with difficult concepts. In the context of Biology education, Adeyemo (2010) affirmed that students who believe in their capability to understand and solve scientific problems are more likely to engage actively in lessons, participate in practical activities, and perform well in examinations. On the other hand, students with low self-efficacy are prone to anxiety, avoidance behaviors, and low academic output. This suggests that psychological preparedness is as important as cognitive readiness in determining learning outcomes.

Anxiety, particularly test-related anxiety, is a pervasive issue affecting students' performance in Biology. Cassady and Johnson (2002) contended that high levels of anxiety interfere with concentration, memory recall, and problem-solving skills, leading to suboptimal performance in assessments. In a study conducted among secondary school students in Nigeria, Oladipo (2016) reported that students who experienced high levels of Biology-related anxiety were more likely to underperform in examinations, regardless of their prior knowledge or preparation. Anxiety, according to Okafor (2018), can stem from fear of failure, negative past experiences, peer comparison, and pressure from teachers or parents, which collectively undermine students' confidence and learning potential.

Attitudes toward the subject also play a significant role in academic achievement. According to Ajibola (2015), students' attitudes towards Biology influence their interest, engagement, and willingness to explore scientific concepts. Positive attitudes are associated with curiosity, active participation, and a sustained effort to understand lessons, whereas negative attitudes often result in disinterest, classroom disengagement, and poor performance. Eze and Chukwu (2017) affirmed that students who harbor negative perceptions of Biology are less likely to participate in laboratory activities, complete assignments diligently, or approach examinations with confidence. This study is set against the backdrop of understanding how psychological factors, including motivation, self-efficacy, anxiety, and attitudes, influence students' academic achievement in Biology in selected secondary schools in Ilorin, Kwara State.

1.3 Statement of Problems

Investigation revealed that students' academic performance in Biology has been a subject of considerable concern in many secondary schools in Nigeria, particularly in Ilorin, Kwara State. Despite the availability of qualified teachers and instructional materials, a significant number of students still struggle to achieve satisfactory results in Biology examinations (Aremu & Oluwole, 2015). Motivation is a critical driver of learning, and students with low intrinsic or extrinsic motivation are less likely to engage deeply with Biology concepts, which in turn are reflected in poor academic outcomes.

Additionally, the high level of anxiety related to Biology assessments is a pervasive issue that is often overlooked. Exam anxiety not only hampers students' ability to concentrate but also affects their problem-solving skills and recall of learned concepts, thus contributing to lower performance (Cassady & Johnson, 2002).

Furthermore, students' attitudes towards Biology is a psychological factor that is often underestimated. Negative attitudes towards the subject, whether stemming from previous failures, peer influence, or lack of interest, is associated with reduced participation in classroom activities and limited engagement with learning resources. It is against this backdrop that this study seeks to investigate the psychological factors influencing students' academic achievement in Biology in some selected secondary schools in Ilorin, Kwara State.

1.4 Aim and Objectives of Study

The aim of this study is to examine the psychological factors influencing students' academic achievement in Biology in selected secondary schools in Ilorin, Kwara State. In achieving this aim, the following specific objectives were laid out as follows:

1. To determine the influence of students' motivation on academic achievement in Biology.
2. To assess the effect of self-efficacy on students' performance in Biology.
3. To evaluate the impact of anxiety on students' academic outcomes in Biology.
4. To examine the relationship between students' attitudes toward Biology and their academic achievement.

1.5 Research Questions

Based on the stated objectives, the following research questions guide the study:

• How does students' motivation influence academic achievement in Biology?
• What effect does self-efficacy have on students' performance in Biology?
• How does anxiety affect students' academic outcomes in Biology?
• What is the relationship between students' attitudes toward Biology and their academic achievement?

1.6 Research Hypotheses

The study will test the following hypothesis:

• H₀1: There is no significant relationship between psychological factors and students' academic achievement in Biology in selected secondary schools in Ilorin, Kwara State.
• H₀2: Students' motivation significantly influences academic achievement in Biology.
• H₀3: Self-efficacy significantly affects students' performance in Biology.
• H₀4: Anxiety significantly impacts students' academic outcomes in Biology.
• H₀5: Students' attitudes toward Biology significantly relate to their academic achievement.

1.7 Significance of Study

It is believed that at the completion of the study, the findings will help educators understand that students' performance is not solely determined by the availability of teaching resources or the competence of teachers but also by the mental and emotional readiness of the learners. The study will also help teachers develop instructional strategies that foster motivation, self-efficacy, and positive attitudes in students.

Furthermore, the research will inform parents on ways to support their children emotionally and psychologically to achieve better results in Biology. In addition, the study will help administrators implement programs and policies that enhance the overall learning environment and reduce anxiety-related performance issues.

Lastly, the findings will contribute to the body of knowledge on educational psychology and provide a basis for future studies on psychological factors and academic achievement.

1.8 Scope of Study

This study focuses on the psychological factors influencing students' academic achievement in biology in some selected secondary schools in Ilorin, Kwara State.

1.9 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
3. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.10 Definition of Terms

Academic Achievement: Refers to the level of success students attain in their studies, measured through examinations, assignments, and teacher evaluations (Okoye, 2018).

Motivation: The internal drive or external encouragement that stimulates students to engage in learning activities and persist in the face of challenges (Schunk & DiBenedetto, 2020).