Socio-Psychological Factors as Correlates of Students' Performance in Chemistry: Implication for Science and Engineering Education

This study was carried out to determine the relationship between socio-psychological factors and students' academic performance in chemistry. Three research questions and three hypotheses were formulated to guide the study. The research design was correctional research design. A questionnaire developed by the researchers was used to collect data. The questionnaire was face validated and trial tested. Internal consistency reliability index of 0.75 was obtained using Cronbach alpha method. Data obtained were analyzed using simple linear regression analysis. The major findings revealed among others that there is a significant relationship between attitude and students' academic performance in chemistry; there is a significant relationship between motivation and students' academic performance in chemistry and that there is a significant relationship between self-regulation and students' performance in chemistry. These findings have implications for students' career choices in science and engineering education in Universities in Nigeria. The significant positive relationship obtained for sociopsychological factors and students' achievement in Chemistry implies an improved enrolment as well as performance of students in science and engineering education at University level.