Abstract:
The study sought to investigate the influence of academic self-efficacy
on students’ academic performance of the Senior High Schools within the
Sekondi-Takoradi Municipality. The study was guided by two research
questions and two hypotheses. The descriptive research design was employed
and the multistage sampling technique was used to sample 350 students.
Academic Self-Efficacy questionnaire with 60 constructed objective test
questions of the SHS core subjects; Mathematics, Science, English and Social
Studies were used to elicit responses from the participants. The descriptive
statistics (frequencies, percentages, means and standard deviations) and
inferential statistics (Pearson moment correlation and independent samples t test) were the tools used in analysing the data. The study revealed that most
students have high level of academic self-efficacy. It was revealed that, a
positive relationship exists between academic self-efficacy and student test
achievement. Also, it was found that there was no statistical difference between
the means of females and males with respect to their academic self-efficacy. It
was therefore recommended among other things that, developmental
personality, academic and gender educational-related programmes should be
intermittently organized by the schools through the counselling coordinators in
the Sekondi-Takoradi metropolis
