Predictive Powers of Attribution Style and Study Behaviour on Secondary School Students’ Interest in Chemistry in Abakaliki Education Zone of Ebonyi State, Nigeria

Abstract

The predictive powers of attribution style and study behaviour on senior Secondary two (SS2) students’ interest in Chemistry in Abakaliki Education Zone of Ebonyi State was investigated. The design for the study was a predictive correlation research design. Three research questions and three null hypotheses that were tested at.05 alpha levels guided the study's. The study’s population involved 3,242 SS2 students enrolled in 78 local public senior high schools. A sample of 348 SS2 students participated in the study, and they were chosen through a multi-stage sampling process. The Attribution Style Scale (ASS), the Study Behavior Scale (SBS), and the Students Chemistry Interest Scale (SCIS) were used to collect data. The Cronbach Alpha method showed that these three instruments were reliable at 0.85, 0.86, and 0.88, respectively. Four research assistants who were chemistry teachers assisted in the collection of data utilizing the direct delivery method. Both linear and multiple regression analysis were used to analyse the data gathered. The findings from the study showed that attribution style and study behaviour individually and jointly predicted SS2 students’ interest in Chemistry. On the other hand, attribution style had less predictive power than study behaviour. Thus, it was suggested, based on the results, that school guidance counselors assist students in improving their study habits and attribution style in order to increase their interest in Chemistry classes. Additionally, the environment and atmosphere that will enhance good attribution style and good study behaviour should be encouraged by school administrators and government, for students to have interest in Chemistry.