SELF-AWARENESS AS CORRELATE OF STUDENTS’ INTEREST AND PERFORMANCE IN BASIC SCIENCE IN TARABA STATE, NIGERIA

Abstract

The study investigated the relationship between Self-awareness and students’ interest and performance in basic science in Takum Education Zone of Taraba State. Two research questions and two hypotheses guided the study. A correlational research design was used for the study and the population of the study was 3,492 with a sample size of 346 students. Three instruments were used for data collection: Emotional Intelligence Self-Assessment Scale (EISAS), Basic Science Interest Scale (BSIS) and Basic Science Academic Performance Test (BSAPT). The reliability indices of EISAS, BSIS and BSAPT were found to be 0.93, 0.82 and 0.71 respectively. Data was analyzed using linear regression. The findings revealed that there is a significant relationship between self-awareness and students’ interest (0.40<r<0.60; p<0.05) and students’ performance in basic science (0.40<r<0.60; p<0.05). It was concluded that Self-awareness is related to students' interest towards basic science as well as their performance in the subject. The study recommended among others that teachers should activate the affective domains of students by incorporating objectives and strategies that will build the affective domains of the learners since self-awareness as an element of emotional intelligence is an affective component of learning.