nduji1, chukwuebuka christopher2, elejere3, …

www.tjprc.org [email protected]

PREDICTION OF STUDENTS’ ACHIEVEMENT IN PHYSICS BY SOME SELECTED

PSYCHOLOGICAL VARIABLES: IMPLICATION FOR ENGINEERING CAREER

NDUJI1, CHUKWUEBUKA CHRISTOPHER2, ELEJERE3, UGOCHUKWU CHRISTIAN4*, OMEKE,

NGOZI EKENE5, ONUYA6 & CLEMENT CHIZOBA7

1,2,3,6,7Department of Science Education, University of Nigeria, Nsukka

4,5Department of Physics, Federal College of Education Eha-Amufu, Enugu State, Nigeria

ABSTRACT

Inconsistency in the achievement of students, specifically in physics has become so worrisome. Based on this worrisome

situation, various researchers have continued to study the effect or impact of some variables on students’ achievement. To

this end, the major purpose of this study is to determine the predictive power of some selected psychological variables on

students’ achievement in physics. Six hypotheses were formulated to guide the study. Correlational research design was

adopted for the study. 5840 senior secondary school three (SSS3) physics students in all the government owned senior

secondary schools in Onitsha education zone of Anambra state formed the population of the study. The sample size was 357

SSS3 students which was drawn from the population. The instrument for data collection were Physics Achievement Test

(PAT), Academic Stress Questionnaire (ASQ), Self-efficacy Questionnaire (SQ) and Questionnaire on depression (QD).

The instruments were face validated by experts from the Department of Science Education of the University of Nigeria,

Nsukka. PAT gave a reliability coefficient of 0.78 using Kuder-Richardson 20 (KR-20) formula. ASQ, SQ and QD gave

reliability coefficient of 0.82, 0.87 and 0.88 respectively using Cronbach alpha formula. The findings of the study showed

that the selected psychological variables (i.e. academic stress, depression and self-efficacy) have significant predictive power

on students' achievement in physics. These findings implicate students’ career interest in engineering in that if those

variables are not adequately managed, they will impact negatively on the interest of students in engineering career. It was

recommended among others that physics teachers, parents and school authorities should make students believe in their

ability to succeed and excellently complete any task without the teachers’ supervision or intervention.

KEYWORDS: Academic Stress, Depression, Self-Efficacy & Students’ Achievement

Received: Apr 30, 2021; Accepted: May 19, 2021; Published: May 28, 2021; Paper Id.: IJMPERDJUN202139

INTRODUCTION

Due to the competitive nature of our today’s world, students tend to be challenged with various academic problems.

It is unarguable that students are faced with such challenge in a bid of coming out best in their various disciplines.

Some of these academic problems include; inability to understand the subject, expectation about academic success,

procrastination and time management issues, problem with homework assignments, bullying at school (Stankovska,

Dimitrovski, Angelkoska, Ibrahim & Uka, 2018). In addition, there some psychological variables that pose as

academic problem to students. They are; academic stress, anxiety during test, depression during school activities,

self-esteem, self-efficacy, awareness and intelligence (Lacy, 2020; Ugwuanyi, Okeke & Ageda, 2020). From the

aforementioned psychological variables, the study would explore more on academic stress, depression and self-

efficacy. Academic stress is unavoidable and needful because without it, students would be unconcerned, apathetic

and listless with academic related issues.

Orig

ina

l Article

International Journal of Mechanical and Production

Engineering Research and Development (IJMPERD)

ISSN (P): 2249–6890; ISSN (E): 2249–8001

Vol. 11, Issue 3, Jun 2021, 499-512

© TJPRC Pvt. Ltd.

500 Nduji, Chukwuebuka Christopher, Elejere, Ugochukwu Christian*, Omeke,

Ngozi Ekene, Onuya & Clement Chizoba

Impact Factor (JCC): 9.6246 NAAS Rating: 3.11

Conceptually, academic stress could be seen as mental pressure experienced by a learner as a result of doing well

in assignment, exams and also impress the teacher. According to Nandamuri and Gowthami (2011), academic stress is

mental distress with respect to some anticipated frustration associated with academic failure. To this effect, academic stress

had resulted in an incomplete, dropped course and low grade of students and this is linked with academic overload, taking

examination and lack of time to meet commitment (Saleh, Zaid, Mohammed, Fahad, Amr, Abdulkarim, Meshary &

Mohammed, 2018). Academic stress could occur as a result of stressors which are responsible for the student body

response to academic related loads when they exceed adaptive capability of the student. Academic stressors include;

students’ perception of extensive knowledge based requirements, poor time management, excessive assignment, social

skills, peer competition, high family expectations and many more (Reddy, Menon & Thattil, 2018). However, when

academic stress is perceived in negative form or turns out to be in excess, students normally experience physical or mental

deficiency (Ekpeyong, Daniel & Aribo, 2013).

Academic stress does not only have a negative effect on students, it also has a positive effect. The capability of a

student to manage academic stress can boost students’ brainpower, increase short-term immunity, improve creativity and

motivate the student to succeed (https://m.timesofindia.com).On the other hand, negative effect of academic stress could be

annoying and frustrating to students. Imagine a student whose parent expects to achieve high academically, turns out

failing or performing below average in the exams. Also, imagine a student with poor time management having too much

homework and workload to do. Such a task could be worrisome or frustrating to such students. Transition into a new

academic environment may lead to a negative effect of academic stress, this is because such transition goes with new

teachers, new class and new routine which may be stressful for the student to adjust to. The above instance shows that

academic stress may not affect every student equally but may lead to positive and negative experiences. This aligns with

the assertion of Prabu (2015) that academic stress is an event or situation which causes students to feel tension, pressure or

negative emotions which could interfere with the students' mental health condition in carrying out the classroom activities.

To Alvarado (2019), once metal health condition is interfered with, depression is inevitable.

Situations may arise whereby a student starts feeling sad, hopeless, anger and rage thereby withdrawing from

interacting with other students. Such action is a result of depression. Depression is a mood disorder which is different from

mood fluctuation that people experience as part of life. This is because depression involves a persistent feeling of sadness

and loss of interest. This confirms the assertion of Legg (2019) that depression is an ongoing problem, not a passing one

and it can last for several weeks, months or year. Depression is characterized by feeling restless, agitated, irritable, guilty,

suicidal thoughts, eating more or less than usual, sleeping more or less than usual, lack of energy and motivation

(Alvarado, 2019). According to WebMD (2020), depression could be caused by abuse (i.e. physical, sexual and emotional),

certain medication, death of a loved one, conflict and serious illness. When a student is depressed in learning environment,

the academic achievement of such student could be marred since depression disorganizes the mental health of such student.

However, from the assertion of Uchendu (2019), over 7million people in Nigeria are affected by depression which leads to

suicide, a high rate of school dropouts and poor achievement. Thus, need for investigating depression as one of the selected

psychological variables as a predictor of students’ achievement.

A student could possess confidence towards the realization of certain desire. Such confidence when applied or

implemented with the right course of action so as to successfully get an expected goal is termed self-efficacy (Sorcha,

Prediction of Students’ Achievement in Physics by Some Selected 501

Psychological Variables: Implication for Engineering Career


2015). Self-efficacy is one’s belief in one’s own ability to complete tasks (Nihan, 2017). In an educational setting, this

implies that self-efficacy could affect how a student pursues his or her target, consequences attached to their efforts, the

choice and success they make in life. However, a student with a high level of self-efficacy take on school with a lot of time

and consideration put into schoolwork, studying and time management for optimal results while those with low levels of

self-efficacy take on school with less time thinking about working on school related activity (Glick & Orsillo, 2015). This

means that a student who participates in a class discussion, extracurricular activities, answers question in class, listens

carefully during classes on a difficult topic is said to be of high-level self-efficacy while the reverse is a low level of self-

efficacy. According to Jamil and Mahmud (2019), high self-efficacy is important for better academic achievement of

students offering core science subject like physics, chemistry, biology, mathematics. Thus, self-efficacy could predict

student achievement specifically in physics. Physics according to Nduji and Madu (2020) is concerned with the acquisition

of knowledge on the relationship between energy and matter.

The prominence of physics to national advancement cannot be overstressed. This is because physics provides one

with basic literacy for functional living in society; prepares an individual for further studies; stimulate and enhance

creativity among its learners (FRN, 2008). Despite the aforementioned laudable importance of physics to national growth,

students’ achievement in physics has not been encouraging. This low achievement of students in physics was outlined by

the West African Examination Council (WAEC) Chief Examiners report in May/June 2017-18

(https://ww.waeconline.org.ng). Also, previous studies done by different research in physics education such as (Ugwuanyi,

Nduji, Elejere & Omeke, 2020; Nduji, 2019; Sunday, Owadara, Nwosu & Njoku, 2017; Ugwuanyi, Nwankwo &

Ugwuoke, 2016) pointed out the dwindling nature of students’ achievement in physics from 2016-2019. Based on this, it

would be scholarly wise to checkmate if academic stress, depression and self-efficacy have any relationship with students’

achievement in physics. Hence, this importance of this study.

Also from reviewed literature, it was discovered that different studies have been carried out on the relationship

between educational stress and emotional self-efficacy on students’ achievement (Vaezi, 2011; Arslan, 2017); the

relationship between self-efficacy and academic achievement (Pascoe, 2020; Tenwa, 2013); the relationship between

stress, self-efficacy, academic and resilience in emerging adults (Hernandez, 2019); and academic stress and its effect on

self-efficacy of the students (Sarkar & Chattopadhyay, 2018); depression in adolescence (Thapar, Collishaw, Pine &

Thapar, 2012); Reynolds adolescent depression scale (Reynolds, 2010). However, none of the reviewed studies ascertained

the relationship between academic stress, depression, self-efficacy and students' achievement, particularly in physics.

Statement of the Problem

Reviewed literature based on this study showed that academic stress and self-efficacy has an inconsistent relationship with

the achievement of students in physics. Also, few studies have been carried out on depression, but none examined its

relationship with academic stress, self-efficacy and students’ achievement specifically in physics. All the reviewed studies

determined the relationship between these variables but did not seek to ascertain the amount of variation in academic

stress, self-efficacy, depression that can be accounted to students’ achievement. However, most of the reviewed studies are

foreign. Thus, the present study would fill the gap in the literature with Nigeria. Based on the identified problems, the

researcher's interest was triggered on identifying the amount of variation in academic stress, depression, self-efficacy and

students' achievement in physics.




Hypotheses

The following null hypotheses were formulated and tested at 0.05 level of significance.

Ho1: The amount of variation in students’ achievement in physics that can be attributed to their academic stress is

not significant.

Ho2: The amount of variation in students’ achievement in physics that can be attributed to their depression is not

significant.

Ho3: The amount of variation in students’ achievement in physics that can be attributed to their self-efficacy is not

significant.

Ho4: The amount of variation in students’ achievement in physics that can be attributed to their academic stress

and depression is not significant.


and self-efficacy is not significant.

Ho6: The amount of variation in students’ achievement in physics that can be attributed to their academic stress,

depression and self-efficacy is not significant.

METHOD

The study adopted correlation survey design. In similar studies, Achagh et al. (2020), Eya et al. (2020), Ezema et al.

(2019), Gana et al. (2019), Okenyi et al. (2019), Ugwuanyi and Okeke (2020), Ugwuanyi et al. (2020a, b,) have adopted

the same design. The population of the study comprised of 5840 senior secondary school three (SSS3) physics students in

all the government owned senior secondary schools in Onitsha education zone of Anambra state. The choice of SSS3

physics students was because students at this level, students would soon be exposed to various external exams like West

African Examination Council (WAEC), Universal Tertiary Matriculation Examination (UTME), Post-UTME and many

more. The sample size of the study was 357 SSS3 students drawn from the population. The sample size was determined

using confidence level of 95 per cent based on the population size as opined by Cohen, Manion and Morrison (2011).

The instruments for the study were the physics achievement test (PAT), academic stress questionnaire (ASQ) and

self-efficacy questionnaire (SQ) developed by the researchers. Questionnaire on depression (QD) was adapted from

Aluoja, Shlik, Vasar, Luuk and Leinsalu (1999). PAT was developed using table of specification which was based on the

six levels of cognitive domain of Bloom’s taxonomy of education to ensure content coverage. PAT contained 15 multiple

choice question with options from ‘a’ to ‘d’ where students are expected to select the answer that best suits the question.

ASQ have 10 items that solicited respondent’s information on academic stress while SQ also have 10 items that solicited

respondent’s information on self-efficacy. QD have 10 items that sought for respondent’s information on depression. The

instrument was face validated by three experts from the Department of Science Education of the University of Nigeria,

Nsukka, and table of specification was used to ascertain the content validity of the instrument. The reliability of the

instruments was ascertained by administering PAT, ASQ, and SQ to SS3physics students in Government Technical

College, Nkpor which is not part of the sampled schools but shares similar characteristics with the physics students under

investigation. A reliability index of 0.78 was obtained for PAT using Kuder-Richardson 20 (KR-20) formula. 0.82 and 0.87

reliability index were obtained for both ASQ and SQ respectively using Cronbach alpha formula. However, the reliability




coefficient of QD was given as 0.88. Linear regression was used to test null hypotheses 1-3 while multiple linear regression

was used to test null hypotheses 4-5 all at 0.05 level of significance.

RESULTS

Ho1: The amount of variation in students’ achievement in physics that can be attributed to their academic stress is not

significant.

Table 1: Model Summary and Analysis of Variance of the Relationship between Students’

Achievement in Physics that can be Attributed to their Academic Stress

Model R R2 Adjusted R2 Std. Error of the Estimate

1 .322a .104 .101 13.171

Model Sum of Squares Df Mean Square F Sig.

1

Regression 7146.511 1 7146.511 41.199 .000b

Residual 61579.680 355 173.464

Total 68726.190 356

a. Dependent Variable: Students’ Achievement in Physics

b. Predictors: (Constant), Academic Stress

Result on Table 1 showed the coefficient of determination (R2=0.104) for the association between academic stress

and students’ achievement in physics. This implies that 10.4% variation in students’ achievement in physics can be

attributed to their academic stress. The result also showed that the value of Adjusted R squared (Adjusted R2 = 0.101)

indicates that 0.101 variation in academic stress can actually affect students’ achievement in physics. Table 1 also showed

that the probability value associated with the calculated value of F(1, 355) = 41.199, p<0.05) is 0.000. the null hypothesis

was rejected since the probability of 0.000 is less than 0.05 level of significance. Thus, the inference drawn was that

variation in students’ academic stress significantly predicts their achievement in physics.

Ho2: The amount of variation in students’ achievement in physics that can be attributed to their depression is not

significant.


Achievement in Physics that can be Attributed to their Depression


1 .223a .050 .047 13.562


1

Regression 3430.064 1 3430.064 18.648 .000b

Residual 65296.126 355 183.933

Total 68726.190 356

a. Dependent Variable: Physics Students’ Achievement

b. Predictors: (Constant), depression

Result on table 2 revealed that the coefficient of determination (R2=0.104) for the relationship between depression

and students’ achievement in physics is 0.050 meaning that 5% variation in students’ achievement is due to their

depression. The result also showed that the value of Adjusted R squared (Adjusted R2 = 0.047) indicates that 0.047

variation in depression can actually affect their achievement in physics. Table 2 also showed that the probability value

associated with the calculated value of F(1, 355) = 18.648, p<0.05) is 0.000. Thus, the null hypothesis was rejected at p <

.05. The inference drawn was that depression significantly predicts students’ achievement in physics.

Ho3: The amount of variation in students’ achievement in physics that can be attributed to their self-efficacy is not




significant.


Achievement in Physics that can be Attributed to their Self-Efficacy


1 .260a .068 .065 13.435


1

Regression 4650.762 1 4650.762 25.767 .000b

Residual 64075.429 355 180.494

Total 68726.190 356


b. Predictors: (Constant), Self-efficacy

Analysis on table 3 showed the coefficient of determination (R2=0.068) for the association between self-efficacy

and students’ achievement in physics. This implies that 6.8% variation in students’ achievement in physics can be

attributed to their self-efficacy. The analysis showed Adjusted R squared of 0.065 which indicates that 0.065 variation in

self-efficacy can actually affect students’ achievement in physics. Table 3 also showed that the probability value associated

with the calculated value of F(1, 355) = 25.767, p<0.05) is 0.000. The null hypothesis was rejected at p < .05. Thus, the

inference drawn was that students’ self-efficacy significantly predicts their achievement in physics.


and depression is not significant.

Table 4: Model Summary and ANOVA Regression of the Relationship between Students’

Achievement in Physics that can be Attributed to their Academic Stress and Depression


1 .332a .110 .105 13.143


1

Regression 7575.060 2 3787.530 21.926 .000b

Residual 61151.131 354 172.743

Total 68726.190 356


b. Predictors: (Constant), Academic Stress, Depression

Analysis on table 4 showed the coefficient of determination (R2=0.110) for the association between academic

stress, depression and students’ achievement in physics. This implies that 11% variation in students’ achievement in

physics can be attributed to their depression and academic stress. The analysis showed Adjusted R squared of 0.105 which

indicates that 0.105 variation in depression and academic stress can actually affect students’ achievement in physics. Table

4 also showed that the probability value associated with the calculated value of F(1, 355) = 21.926, p<0.05) is 0.000. The

null hypothesis was rejected at p < .05. Thus, the inference drawn was that depression and academic stress significantly

predicts students’ achievement in physics.


and self-efficacy is not significant.

Table 5: Model Summary and ANOVA Regression of the Relationship between Students’

Achievement in Physics that can be Attributed to their academic stress and self-efficacy


1 .396a .157 .152 12.795





1

Regression 10773.557 2 5386.778 32.905 .000b

Residual 57952.634 354 163.708

Total 68726.190 356


b. Predictors: (Constant), Academic Stress, Self-efficacy

Analysis on table 5 showed the coefficient of determination (R2=0.157) for the relationship between academic

stress, self-efficacy and students’ achievement in physics. This implies that 15.7% variation in students’ achievement in

physics can be attributed to their depression and academic stress. The analysis showed Adjusted R squared of 0.152 which

indicates that 0.152 variation in academic stress and self-efficacy can actually affect students’ achievement in physics.

Table 5 also showed that the probability value associated with the calculated value of F(1, 355) = 32.905, p<0.05) is 0.000.

The null hypothesis was rejected at p < .05. Thus, the inference drawn was that academic stress and self-efficacy

significantly predicts students’ achievement in physics.

Ho6: The amount of variation in students’ achievement in physics that can be attributed to their academic stress,

depression and self-efficacy is not significant.

Table 6: Model Summary and Multiple Linear Regression of the Relationship between Students’

Achievement in Physics that can be Attributed to their Academic Stress, Depression and Self-

Efficacy


1 .402a .162 .155 12.773


1

Regression 11133.485 3 3711.162 22.747 .000b

Residual 57592.706 353 163.152

Total 68726.190 356


b. Predictors: (Constant), Stress, Depression, Self-efficacy

Analysis on table 6 showed that the coefficient of determination for the relationship between academic stress,

depression, self-efficacy and students’ achievement in physics is 0.162 meaning that 16.2% variation in students’

achievement in physics is due to their academic stress, depression and self-efficacy. The analysis showed Adjusted R

squared of 0.155 which indicates that 0.155 variation in academic stress, depression and self-efficacy can actually affect

students’ achievement in physics. Table 6 also showed that the probability value associated with the calculated value of

F(1, 355) = 22.747, p < 0.05) is 0.000. The null hypothesis was rejected at p < .05. Thus, the inference drawn was that

academic stress, depression and self-efficacy significantly predicts students’ achievement in physics.

DISCUSSIONS

The finding of the study revealed that the three psychological variables (academic stress, depression and self-efficacy)

significantly predicts students’ achievement in physics. All the psychological variables positively relate to students’

achievement in physics. This could be as a result of psychological state of physics students used for the study. The findings

of this study are authentic and certain since it is not far from the finding of several other studies which found academic

stress, depression and self-efficacy as a major determinant of students’ achievement in different subject areas. The findings

of this study are in affirmation with the findings of (Ugwuanyi, Okeke, & Asomugha, 2020; Aafreen, Priya &Gayathri,




2018; Oduwaiye, Yahaya, Amadi, & Tiamiyu, 2017; Kumari & Gartia, 2012; Elias, Ping & Abdullah, 2011; Oketch-Oboth

& Okunya, 2018; Rucker, 2012)

Students studying in the science stream had more stress as compared to students in the other stream (Aafreen,

Priya & Gayathri, 2018). Stress level of students in Kwara state university has a significant relationship with their

academic performance (Oduwaiye, Yahaya, Amadi & Tiamiyu, 2017). Kumari & Gartia, (2012) found that a significant

difference exists in the academic achievement of students having high, moderate and less stress. There is a significant

relationship between undergraduate students' stress level and their academic performance (Elias, Ping & Abdullah, 2011).

Academic stress has a significant relationship with students' achievement (Oketch-Oboth & Okunya, 2018). The feeling of

stress was significant correlated with the failing rate of course in social sciences (Rucker, 2012). The relationship between

perceived stress and depression on students’ academic achievement is significant (Skipworth, 2011). However, Shalaby &

Aldih (2015) found that perceived stressor is not a significant predictor of nursing students’ academic achievement.

Similarly, Azila-Gbettor, Atatsi, Danku and Soglo (2015) revealed that stress has no significant effect on students’

academic performance in Business studies.

Depression has a significant positive relationship with students' academic performance (Muhammad, Terna &

Sanyol, 2018). Achievement of undergraduate students is due to their depression (Al-Qaisy, 2011). Khesht-Masjedi,

Shokrgozar & Pazhooman (2018) found that depression and academic achievement are significantly correlated. Boys and

girls were depressed, and that depression and academic achievement were significantly correlated (Yousefi, Mansor,

Juhari, Redzuan, & Talib, 2010). There is a significant relationship between self-concept, depression, academic estimation

and online social networking in adolescents (Long, 2012). Cassady, Pierson and Starling (2019) found that depression

predicts students’ academic anxieties. Iorga, Dondas and Zugun-Eloae (2018) found that perceived stress is significantly

positive correlated with depression and negative in strong correlation with the number of course credits received. Similarly,

social support and depression had significant relationship with academic performance (Bisson, 2017). Various studies

found that students’ achievement is due to their academic stress, self-efficacy and depression encountered (Mustafa, Nasir

& Yusoofi, 2010; Tahmassian & Moghadam, 2011; Kiamarsi, 2014; Dumitrescu, 2016).

Self-efficacy of a student is a prime determinant of their academic achievement in mathematics (Ugwuanyi,

Okeke & Asomugha, 2020). El-Adl and Alkharusi (2020) found that there is a statistical positive relationship between

students' achievement in mathematics and their self-efficacy. There was a significant positive relationship between self-

efficacy and academic performance of students in senior secondary school (Njega, Njoka & Ndung’u, 2019). Self-efficacy

was a strong predictor of students’ academic achievement (Hwang, Choi & Hutchison, 2016). The relationship between

self-efficacy and academic performance was significant (Mustafa, Esma & Ertan, 2012). Motlagh, Amrai, Yazdani,

Abderahim and Souri (2011) found that self-efficacy has a significant correlation with the academic achievement of

students. Veresova and Foglova (2017) investigated academic self-efficacy, approach to learning and academic

achievement. It was revealed that self-efficacy significantly predicts academic achievement. Significant relationship exists

between self-efficacy and achievement of chemistry students at college of education (Tenaw,2013). These findings

implicate students' career interest in engineering in that if those variables are not adequately managed, they will impact

negatively on the interest of students in an engineering career.

CONCLUSIONS AND RECOMMENDATIONS

Based on the result of the study and discussion that follows, it was inferred that the variation in students’ academic stress




significantly predicts their achievement in physics. Therefore, school management in synergy with physics teachers should

put measures in place to reduce academic stress. The researchers recommend that parents should be sensitized on how to

discover when a student is depressed and strategies they can use for its reduction since students’ achievement in physics is

due to depression. The study concluded that students’ self-efficacy significantly predicts their achievement in physics.

Hence, physics teachers, parents and school authorities should make students believe in their ability to succeed and

excellently accomplish any task without the teachers’ supervision. Above all, the study also inferred that academic stress,

depression and self-efficacy significantly predicts students’ achievement in physics. Therefore, it is important that the

curriculum developers bear these three psychological variables in mind while building up a curriculum. Also, a suitable

instructional approach that encourages self-efficacy and reduces academic stress alongside depression should be used by

physics teachers so as to improve students' achievement.

ACKNOWLEDGEMENT

Many thanks to the management and teachers in the sampled schools used for granting the researchers permission to use

their physics students for the research despite their busy schedule with the students. The researchers equally appreciate

Elejere, Ugochukwu Christian ([email protected]) for serving as the corresponding author for this research.

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