ACADEMIC PROCRASTINATION AND SELF-ESTEEM AS CORRELATES OF SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN ENUGU STATE

Abstract

This study investigated on academic procrastination and self-esteem as correlates of secondary school students’ academic achievement in biology in Enugu State. The study was guided by three research questions and three null hypotheses. A correlational survey design was adopted to examine the degree and direction of relationships among the variables without manipulating them. The population comprised 12,934 SS2 Biology students in 188 secondary schools in Enugu State. A sample of 600 students was selected using a multi-stage sampling procedure involving stratified, simple random, and proportionate sampling techniques across three education zones. Data were collected using adapted standardized instruments: the Academic Procrastination Scale (APS) and the Rosenberg Self-Esteem Scale (RSES). Students’ academic achievement in Biology was determined using their mean scores for one academic year obtained from school records. The instruments were validated by three experts from Nnamdi Azikiwe University, and reliability was established using Cronbach’s Alpha, yielding coefficients of 0.82 for APS and 0.92 for RSES, indicating high internal consistency. Data were analyzed using Pearson Product Moment Correlation and multiple regression analysis at a 0.05 level of significance. The findings revealed that academic procrastination had a significant negative relationship with students’ academic achievement in Biology, while self-esteem showed a significant positive relationship with academic achievement. Furthermore, the joint contribution of academic procrastination and self-esteem significantly predicted students’ academic achievement in Biology. The null hypotheses were rejected where p ≤ 0.05. Based on the findings, it was recommended that school counselors and teachers should implement intervention programmes aimed at reducing academic procrastination while promoting positive self-esteem among students. Workshops on effective study habits, emotional regulation, and confidence-building strategies should be organized to enhance students’ academic performance in Biology. The study provides empirical evidence useful for educators, school administrators, and policymakers in designing targeted strategies to improve academic outcomes.