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Greener Journal of Educational Research
Vol. 16(1), pp. 72-80, 2026
ISSN: 2276-7789
Copyright ©2026, Creative Commons Attribution 4.0 International.
https://gjournals.org/GJER
DOI: https://doi.org/10.15580/gjer.2026.1.061326083
Department of Science Education, Alex Ekwueme Federal University Ndufu Alike, Ebonyi State, Nigeria
This study determined the relationship between science students’ self-concept, gender, and academic achievement in biology in Abakaliki Education Zone, Ebonyi State, Nigeria. Three research questions guided the study and three null hypotheses were tested at the 0.05 level of significance. A correlational survey research design was adopted. The population comprised all 9,850 Science II students in 62 public senior secondary schools in Abakaliki Education Zone, of whom 3,988 were male and 5,862 were female. A sample of 473 SSII science students 200 males and 273 females was drawn from schools in three selected Local Government Areas within the zone using multistage sampling comprising purposive, proportionate stratified random, and simple random sampling techniques. The instrument for data collection was the Personal Self-Concept Questionnaire (PSCQ), 18-item standardised instrument developed by Goni, Madariaga, Axpe, and Alfredo (2011), supplemented by students’ first, second, and third term academic results and annual results for the 2022/2023 academic session. Internal consistency reliability was established using Cronbach’s alpha (α = 0.60–0.90). Pearson’s Product Moment Correlation Coefficient was used to answer the three research questions, while multiple regression analysis was used to test the null hypotheses at the 0.05 alpha level. Findings revealed: a moderate positive significant relationship between secondary school students’ self-concept and academic achievement in biology (r = .46, p < .05); a moderate-to-high positive significant relationship between male students’ self-concept and biology achievement (r = .67, p < .05); and a moderate positive significant relationship between female students’ self-concept and biology achievement (r = .34, p < .05), with male students demonstrating a stronger self-concept–achievement relationship than female students. Based on the findings, it is recommended that science teachers employ instructional strategies that affirm and strengthen students’ academic self-concept, with specific attention to narrowing the gender gap in self-concept.
Article No.: 061326084
Type: Research
Full Text: PDF, PHP, HTML, EPUB, MP3
DOI: 10.15580/gjer.2026.1.061326083
Accepted: 13/06/2026
Published: 15/06/2026
*Corresponding Author
Dr. Mbamalu Oby Justina
E-mail: obymbamalu@gmail.com
Keywords: Self-concept, Academic achievement, Gender, Science students, Correlational study
Secondary education in Nigeria occupies a strategic position in the nation’s educational architecture, serving as the bridge between primary schooling and tertiary-level study and as the principal stage at which students develop the scientific literacy, analytical competence, and academic identity required for participation in a knowledge-based economy (FRN, 2023; Obialor, Osuafor & Nnadi, 2020). Among the science subjects offered at the senior secondary school level, biology holds particular significance: it serves as a gateway discipline for medicine, pharmacy, agriculture, biotechnology, ecology, and environmental science, while also providing students with an understanding of their own bodies, the natural world, and the interface between human activity and the environment (Nwachukwu, Obi & Ugochukwu, 2023; Okafor & Nwoye, 2022). Yet, despite the centrality of biology to scientific literacy and national development, students’ academic achievement in this subject has remained persistently poor at both internal school examinations and external certification assessments, prompting sustained concern among science educators, policymakers, and researchers (Eze, Chinedu-Eze & Bello, 2020; Saleh, Abiddin & Hassan, 2022).
Among the many psychological, social, and instructional factors identified as potential determinants of science academic achievement, students’ self-concept has emerged as a particularly significant and empirically robust predictor (Addo, Chawinga & Bafuleka, 2022; Chukwuere, 2020). Self-concept, broadly understood as the totality of a person’s beliefs, evaluations, and feelings about themselves across various life domains, shapes how students approach academic challenges, interpret their success and failure experiences, set aspirational goals, and persist in the face of difficulty (Hattie & Donoghue, 2020; Pajares & Schunk, 2021). Within the academic domain specifically, a positive science self-concept the student’s belief in their own science ability, competence, and worth as a science learner has been consistently linked to higher levels of academic engagement, cognitive effort, and achievement outcomes in science subjects (Chukwuere, 2020; Olanrewaju, Hossain & Whitfield, 2020).
Gender is a well-established moderator of the self-concept–achievement relationship in science education, though the direction and magnitude of gender differences vary considerably across cultural contexts and subject disciplines (Obodo, & Ani,2023; Okafor & Nwoye, 2022; Agbaeze et al., 2021). In the Nigerian secondary school context, research has generally found that male students tend to report higher science self-concept than female students, particularly in physics and chemistry, though the picture is more mixed for biology a discipline that has historically been perceived as more ‘female-accessible’ than other science subjects (Nwachukwu et al., 2023; Eze et al., 2020). Olanrewaju et al. (2020) found that male secondary school students in south-west Nigeria demonstrated significantly higher biology self-concept and correspondingly higher biology achievement scores than female students in the same schools, attributing this pattern to differential teacher expectations, classroom interaction patterns, and the availability of male biology role models. Okafor and Nwoye (2022) reported a similar male advantage in self-concept in Enugu State secondary schools, while Agbaeze et al. (2021) found that female students’ lower science self-concept was associated with their more frequent attribution of academic success to external, uncontrollable factors rather than to personal ability a pattern inconsistent with positive self-concept and associated with lower academic achievement. These findings collectively predict that male students in Abakaliki Education Zone will demonstrate a stronger self-concept–biology achievement relationship than female students, though the direction and significance of each gender’s relationship is an empirical question addressed by the present study.
Abakaliki Education Zone, comprising the three Local Government Areas of Abakaliki, Izzi, and Ebonyi in Ebonyi State, presents a particularly important context for this investigation. The zone has experienced rapid educational expansion in recent years, with significant increases in secondary school enrolment, yet student achievement in science subjects including biology has remained below national benchmarks (Eze & Okoro, 2022). The extent to which students’ self-concept and gender contribute to this achievement gap has not been empirically established. The present study was therefore conducted to determine the relationships between science students’ self-concept, gender, and academic achievement in biology in Abakaliki Education Zone, and to provide the evidence base necessary for the development of targeted instructional and psychological interventions aimed at improving biology achievement outcomes in the zone.
Academic achievement in the context of this study refers to the measurable outcomes of students’ learning in biology, as evidenced by their performance across first, second, and third term examinations and their annual results for the 2022/2023 academic session (Okafor & Nwoye, 2022). Biology academic achievement encompasses students’ demonstrated knowledge of biological concepts, principles, and processes; their ability to apply biological reasoning to explain natural phenomena; their performance in practical and experimental activities; and their overall examination performance (Eze et al., 2020; Nwachukwu et al., 2023). Persistent deficiencies in these achievement outcomes despite biology’s recognised importance to national development have been attributed to a range of factors including poor teaching methods, inadequate laboratory resources, insufficient teacher training, large class sizes, and critically for the present study on students’ attitudinal and psychological variables, including self-concept (Saleh et al., 2022; Addo et al., 2022).
The relationship between students’ self-concept and academic achievement in science has been a subject of sustained empirical investigation over recent decades, with the preponderance of evidence consistently affirming a positive and meaningful association between positive academic self-concept and science achievement (Hattie & Donoghue, 2020; Pajares & Schunk, 2021). Hattie and Donoghue (2020), in a comprehensive meta-analytic review of factors influencing student achievement, found that academic self-concept defined as students’ beliefs about their own academic abilities and potential was among the top-quartile predictors of academic performance, with an effect size that substantially exceeded many commonly emphasised instructional variables. In the Nigerian secondary school science context, Addo et al. (2022) found that students with positive academic self-concept demonstrated significantly higher engagement with science coursework, more persistent laboratory behaviour, and better end-of-term biology examination scores than their counterparts with negative self-concept. Chukwuere (2020) similarly found that science self-concept predicted biology achievement in Nigerian secondary school students, with the relationship mediated by students’ academic self-efficacy and motivational orientation. These findings establish a robust empirical foundation for the hypothesis that science students’ self-concept constitutes a significant and practically meaningful correlate of biology academic achievement in Abakaliki Education Zone.
Self-concept is broadly defined as the totality of an individual’s organised, dynamic system of learned beliefs, attitudes, opinions, and perceptions regarding their own personal existence, abilities, and characteristics (Hattie & Donoghue, 2020; Pajares & Schunk, 2021). In educational contexts, academic self-concept specifically students’ beliefs about their intellectual ability and science learning potential has been identified as a particularly powerful predictor of academic motivation, persistence, and achievement (Olanrewaju et al., 2020; Chukwuere, 2020). The academic self-concept construct is theoretically grounded in Carl Rogers’ (1951) Humanistic Theory of Personality Development, which posits that an individual’s phenomenal field their subjective representation of themselves and their world fundamentally determines their motivation and behaviour, with positive self-concept (high congruence between ideal and real self) associated with greater self-actualisation, resilience, and achievement, and negative self-concept (incongruence between ideal and real self) associated with maladjustment and underperformance (Rogers, 1951, as applied in Pajares & Schunk, 2021).
This study is anchored in Carl Rogers’ Humanistic Theory of Personality Development (Rogers, 1951), which provides the theoretical lens through which the relationship between science students’ self-concept and their academic achievement in biology is interpreted. Rogers’ theory posits that every individual exists at the centre of a constantly changing phenomenal field their subjective experiential reality and that all behaviour is motivated by self-actualising tendencies that drive the individual toward the highest levels of personal achievement and fulfilment. Within this framework, the self-concept an organised, fluid pattern of concepts, beliefs, and values relating to the self emerges through the individual’s interactions with their environment and with significant others, and fundamentally shapes how they interpret experience and direct their behaviour (Pajares & Schunk, 2021; Hattie & Donoghue, 2020).
The theory distinguishes between the ideal self (the person the individual wishes to become) and the real self (the person the individual actually is). When there is high congruence between these two selves, the individual experiences positive self-concept, a sense of self-worth, and the psychological security necessary for constructive engagement with academic challenges. In the biology classroom, this translates into students who feel capable as science learners, engage actively with practical activities, persist through conceptual difficulties, and ultimately achieve higher academic outcomes. When incongruence is high, as may be the case for students whose self-concept has been damaged by repeated failure, negative teacher feedback, or cultural messages that undermine their identity as science learners, the resulting psychological dissonance produces avoidance, disengagement, and academic underperformance (Hattie & Donoghue, 2020; Pajares & Schunk, 2021). This theoretical framework predicts the positive relationships between self-concept and biology achievement examined in this study.
Statement of the Problem
Biology is widely acknowledged as an essential subject for secondary school science students in Abakaliki Education Zone; yet students’ academic achievement in biology at both internal and external examinations has remained persistently below expectations (Eze & Okoro, 2022; Nwachukwu et al., 2023). While multiple factors have been proposed to account for this underachievement, the role of students’ self-concept and the potential moderation of this relationship by gender has received limited empirical attention in Abakaliki Education Zone specifically. The present study was therefore designed to address this gap by establishing the correlational relationships between science students’ self-concept, gender, and biology academic achievement in Abakaliki Education Zone, thereby providing the evidence base necessary for the development of targeted psychological and instructional interventions.
Purpose of the Study
The purpose of this study was to determine the relationships between science students’ self-concept, gender, and academic achievement in biology in Abakaliki Education Zone, Ebonyi State. Specifically, the study sought to determine the relationship between:
Research Questions
Hypotheses
The following null hypotheses were tested at the 0.05 level of significance:
H01: There is no significant relationship between secondary school students’ self-concept and their academic achievement in biology in Abakaliki Education Zone.
H02: There is no significant relationship between male secondary school students’ self-concept and their academic achievement in biology in Abakaliki Education Zone.
H03: There is no significant relationship between female secondary school students’ self-concept and their academic achievement in biology in Abakaliki Education Zone.
A correlational survey research design was adopted for this study. This design is appropriate for establishing the nature, direction, and magnitude of relationships between variables without manipulating any of those variables, and is particularly well-suited to the investigation of psychological constructs such as self-concept and their associations with outcome variables — such as academic achievement in naturally occurring educational populations (Creswell & Creswell, 2022). The correlational framework also provides the statistical basis for regression analysis, enabling the determination of the proportional contribution of self-concept to the prediction of biology academic achievement. The population comprised all 9,850 SSII science students in the 62 public senior secondary schools within Abakaliki Education Zone, Ebonyi State, of whom 3,988 were male and 5,862 were female, enrolled in the 2022/2023 academic session. A sample of 473 SSII science students 200 males and 273 females was drawn from schools in three Local Government Areas in Abakaliki Education Zone using a multistage sampling procedure. In the first stage, purposive sampling was applied to select three out of eight Local Government Areas in the zone (Abakaliki, Izzi, and Ebonyi LGAs) based on their geographic representation and accessibility. In the second stage, proportionate stratified random sampling was used to select 12 schools from the 32 public secondary schools in the three selected LGAs. In the third stage, proportionate random sampling was employed within each selected school to determine the number of male and female SSII science students drawn, ensuring that the gender composition of the sample mirrored the gender composition of the school population.
The instrument for data collection was the Personal Self-Concept Questionnaire (PSCQ), an 18-item standardised inventory developed and validated by Goni, Madariaga, Axpe, and Alfredo (2011). The PSCQ is a Likert-scale instrument with five response options ranging from Totally Disagree (1) to Totally Agree (5), covering dimensions of students’ self-perception of their academic ability, social competence, emotional regulation, and general self-worth. As a standardised and pre-validated instrument, the PSCQ required no further content validation; its reliability was established for the current Nigerian secondary school sample using Cronbach’s alpha, yielding internal consistency coefficients of α = 0.60–0.90. Biology academic achievement scores were generated from students’ first, second, and third term examination results and annual totals for the 2022/2023 academic session, obtained with institutional permission from school records. Pearson’s Product Moment Correlation Coefficient (r) was used to answer the three research questions, providing both the direction (positive or negative) and the magnitude of the relationship between self-concept and biology achievement for the full sample, for male students, and for female students. The magnitude of correlation coefficients was interpreted using Downie and Heath’s (as cited in Nworgu, 2021) classification scale: r = 0.80 and above = High; r = above 0.30 but below 0.80 = Moderate; r = 0.30 and below = Low. Multiple regression analysis was employed to test the null hypotheses, with the significance of each relationship determined by comparing the calculated p-value against the stipulated 0.05 alpha level: null hypotheses were rejected where p < 0.05 and retained where p > 0.05.
Research Question 1: What is the type of relationship (positive or negative) between secondary school students’ self-concept and their academic achievement in biology in Abakaliki Education Zone?
Table 1: Pearson’s Correlation between Secondary School Science Students’ Self-Concept and Academic Achievement in Biology in Abakaliki Education Zone (N = 473)
(All Students)
Table 1 reveals that the Pearson’s correlation coefficient (r) between secondary school science students’ self-concept and their academic achievement in biology in Abakaliki Education Zone is .46, indicating a moderate positive relationship between the two variables for the full sample of 473 students. This finding means that as students’ self-concept becomes more positive reflecting stronger personal beliefs in their own academic ability and science learning potential to biology students academic achievement scores correspondingly increase, confirming the directional prediction of Rogers’ (1951) Humanistic Theory. The moderate magnitude of this relationship (r = .46) indicates that self-concept is a meaningful but not exclusive predictor of biology achievement, with other factors including instructional quality, resource availability, and peer influences also contributing to student outcomes.
Research Questions 2 and 3: Self-Concept and Biology Achievement by Gender
Table 2: Pearson’s Correlation between Secondary School Science Students’ Self-Concept and Academic Achievement in Biology by Gender in Abakaliki Education Zone
Biology Achievement
Table 2 shows that for male students (n = 200), the Pearson’s correlation coefficient between self-concept and biology achievement is r = .67, indicating a moderate-to-high positive relationship, while for female students (n = 273), the correlation is r = .34, indicating a moderate positive relationship. Both relationships are positive in direction, confirming that higher self-concept is associated with higher biology achievement for both male and female students in Abakaliki Education Zone; however, the male students’ correlation (r = .67) is substantially higher than the female students’ correlation (r = .34), indicating that the self-concept–biology achievement relationship is stronger and more pronounced among male students than among their female counterparts. This gender difference in correlation magnitude with males showing an r value nearly twice as large as females suggests that boys’ academic performance in biology is more strongly governed by their self-perceptions of ability, while girls’ achievement appears more moderately related to self-concept, possibly reflecting the influence of additional gender-specific contextual factors such as cultural gender role expectations, differential teacher attention, and the availability of female science role models.
Testing Null Hypothesis
Hypothesis H01: There is no significant relationship between secondary school students’ self-concept and their academic achievement in biology in Abakaliki Education Zone
.
Table 3: Multiple Regression Analysis on Significance of the Relationship between Science Students’ Self-Concept and Academic Achievement in Biology in Abakaliki Education Zone (N = 473)
Table 3 shows that self-concept contributed 22.2% (β² = .222) of the variance in secondary school students’ academic achievement in biology, with a calculated t-value of 4.686 and a p-value of less than .05, which is below the stipulated significance threshold. Since the p-value (< .05) is less than the alpha level of .05, the null hypothesis H0₁ is rejected; there is a statistically significant relationship between secondary school students’ self-concept and their academic achievement in biology in Abakaliki Education Zone. The magnitude of the variance contribution (22.2%) confirms that self-concept is not merely statistically significant but also practically significant as a predictor of biology achievement students with stronger, more positive science self-concept achieve meaningfully better biology results than those with weaker self-concept.
Hypotheses H0₂ and H0₃ stated respectively that there is no significant relationship between male students’ self-concept and biology achievement, and between female students’ self-concept and biology achievement, in Abakaliki Education Zone.
Table 4: Test of Significance of Pearson’s Correlation between Male and Female Secondary School Science Students’ Self-Concept and Academic Achievement in Biology in Abakaliki Education Zone
Table 4 shows that for male students, r(200) = .67 with a p-value of less than .05, indicating a statistically significant moderate-to-high positive relationship between male students’ self-concept and their biology achievement leading to the rejection of H0₂. For female students, r(273) = .34 with a p-value also less than .05, indicating a statistically significant moderate positive relationship between female students’ self-concept and their biology achievement leading to the rejection of H0₃. Both gender-specific self-concept–achievement relationships are therefore statistically significant at the 0.05 alpha level; however, the substantially larger correlation coefficient for male students (r = .67) compared to female students (r = .34) confirms that self-concept is a more powerful predictor of biology achievement for male than for female students in Abakaliki Education Zone.
Table 5: Integrated Summary of Pearson’s Correlation Findings on the Relationship between Science Students’ Self-Concept, Gender, and Academic Achievement in Biology in Abakaliki Education Zone
Table 5 provides an integrated overview of all correlation coefficients, significance levels, and decisions across the three research questions and hypotheses. All r-values are positive, indicating positive directional relationships. All three relationships are statistically significant (p < .05), confirming the rejection of all three null hypotheses. Magnitude interpretation: r ≥ .80 = High; .30 < r < .80 = Moderate; r ≤ .30 = Low. Male r = .67 is stronger than female r = .34, indicating a more pronounced self-concept–achievement relationship among male students.
The finding that there is a moderate positive significant relationship between science students’ self-concept and academic achievement in biology (r = .46, p < .05) in Abakaliki Education Zone is consistent with the broad international and Nigerian research literature on the self-concept–achievement nexus in science education. This result is in agreement with Hattie and Donoghue (2020), who demonstrated through meta-analytic review that academic self-concept ranks among the top-quartile predictors of student achievement across all subject areas and educational levels, with the self-concept–achievement relationship being particularly robust in science subjects where students’ beliefs about their own ability directly shape their engagement with conceptual and practical learning activities. The finding is further supported by Addo et al. (2022), who found a significant positive relationship between science self-concept and biology achievement in Nigerian secondary schools, concluding that students who perceive themselves as capable and competent in science are more likely to adopt mastery-oriented learning approaches, engage persistently with challenging biology content, and ultimately achieve higher examination scores. Chukwuere (2020) similarly confirmed that positive science self-concept predicts higher academic performance in secondary school biology, noting that students with strong self-concept approach examinations with greater confidence and self-regulatory skill. The 22.2% variance contribution of self-concept to biology achievement established in this study confirms that self-concept interventions in the biology classroom have real and meaningful potential to improve student academic outcomes.
The findings that male students’ self-concept is more strongly correlated with biology achievement (r = .67) than female students’ (r = .34), with both relationships being statistically significant, are consistent with findings from related studies in Nigerian and African secondary school science education. Olanrewaju et al. (2020) found that male secondary school students in south-west Nigeria demonstrated a stronger self-concept–biology achievement relationship than female students, attributing this to male students’ greater tendency to attribute academic success to internal, controllable factors (ability and effort) a pattern more consistent with positive self-concept while female students’ achievement was more frequently attributed to external factors. Okafor and Nwoye (2022) similarly found that male secondary school students in Enugu State showed stronger science self-concept and a more direct self-concept–achievement relationship than female students, noting that cultural gender norms in south-eastern Nigeria which historically have positioned science as a masculine domain may weaken the self-concept–achievement relationship for female students by introducing additional motivational and identity-related obstacles that override self-concept effects. Agbaeze et al. (2021) corroborate this interpretation, finding that gender-role socialisation in Ebonyi State secondary schools mediates the self-concept–science achievement relationship, with female students experiencing more social messages that challenge their science identity and thereby attenuate the relationship between their personal self-concept and their science performance outcomes. The significant positive relationship for female students (r = .34), while smaller in magnitude than for males, nonetheless confirms that even within this challenging context, female students’ self-concept constitutes a meaningful predictor of their biology achievement a finding that has important implications for the design of gender-responsive biology instructional strategies in Abakaliki Education Zone.
Based on the findings of this study, it is concluded that science students’ self-concept is a significant and practically meaningful correlate of academic achievement in biology in Abakaliki Education Zone, Ebonyi State, with a moderate positive significant relationship established for the full student sample (r = .46, p < .05, β² = .222), a moderate-to-high positive significant relationship confirmed for male students (r = .67, p < .05), and a moderate positive significant relationship established for female students (r = .34, p < .05); that self-concept is a stronger predictor of biology achievement for male students than for female students, suggesting that gender-specific contextual factors including differential teacher interactions, cultural gender role expectations, and science identity formation moderate the self-concept–achievement relationship in biology for female learners in the zone; and that deliberate interventions aimed at strengthening science students’ academic self-concept particularly for female students represent an evidence-based and educationally productive strategy for improving biology academic achievement outcomes in Abakaliki Education Zone secondary schools.
Based on the findings of this study, the following five recommendations are offered:
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