Assessment of Academic Self-Concept and Academic Achievement of NCE Three Students in Teaching Practice at the Federal College of Education, Yola, Adamawa State

Author

Abbagana Kolo Korode (Ph.D.), Yusuf Bakari (Ph.D.) and Lawson Luka


Abstract

 The process of preparing teachers is intricate, involving both theoretical knowledge and real-world application. Because it enables students obtaining the National Certificate in Education (NCE) to apply educational theories in real classroom situations, teaching practice is an essential component of teacher training programs. Student teachers' academic self-concept, which relates to how they view and evaluate their academic abilities, is a critical component that influences their success during their teaching practice. Consequently, this study seeks to assess the academic self-concept and its correlation with academic achievement among NCE three students during their teaching practice at the Federal College of Education, Yola.  Correlational research design was adopted. The target population for the study covers all the 2,013 NCE III students of Federal College of Education, Yola, of Adamawa State. Using Taro Yamane methods of determining sample size a sample of 334 NCE III students were used as sampled population for the study. The 30 item Robson Self Concept Questionnaire was adapted by the researchers for the study while an academic achievement proforma was used to collect the respondent achievement (results) in teaching practice. The instrument was validated by three experts in Psychology of education. The reliability of the instrument was established using a pilot study on a sample of 40 students from College of Education Hong. The data collected from the pilot test were analyzed using Cronbach’s Alpha to test for internal consistency of the instrument which yielded an alpha Cronbach of 0.89. An independent samples t-test was used to analyze data for the study in order to examine the relationship between academic self-concept and academic achievement of NCE III students in Teaching practice. This research has identified a notable correlation between academic self-concept and academic success among NCE three students during their teaching practice at the Federal College of Education, Yola. Students exhibiting a higher academic self-concept achieved superior academic results, emphasizing the essential role of self-perception in educational achievement. Based on these findings, the paper proposes that: the college ought to establish initiatives designed to enhance the academic self-concept of student teachers, including motivational workshops, counseling services, and peer mentorship programs and Academic supervisors and educators must foster supportive and encouraging environments during teaching practice to bolster students' confidence and self-efficacy. 



Keywords

Assessment, Academic Self-Concept, Academic Achievement, and Teaching Practice



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References


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