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EVALUATING THE RELATIONSHIP BETWEEN PERSONAL VARIABLES AND STUDENTS’
PERFORMANCE IN AGRICULTURAL SCIENCE
Okon Thompson Umoh; Idongesit Michael Umoh and Ekerete Udo Etok
Abstract This study evaluated the influence of psycho-personal variables on Students’
Performance in Agricultural Science in public secondary schools in Abak Local
Government Area of Akwa Ibom State. It was a survey research that employed
multi-stage sampling technique in the selection of the respondents. Influence of
personality variables Questionnaire (IPVQ) with reliability index of 0.84 was
administered on 100 Senior Secondary School Agricultural Science Students.
Collected data were analysed through the use of Pearson Product Moment
Correlation (PPMC) and Independent T-test at 0.05 level of significance. Results
showed that significant positive relationships existed between vocational
instinct, attitude and performance in agriculture. The study also showed that
there was a negative but significant relationship between parental influence and
student’s performance in agricultural science. Among the recommendations
made were that Government should make provision for training teachers;
organize induction courses, seminars, conferences and workshops on new
Agricultural science teaching methods. Students should develop a positive self-
concept about self with the assistance of their parents and caretakers and
teachers who should not use abusive words on them but encourage them with
love.
Keywords: Evaluation, Psycho-personal variables, Students, Performance
It is the invaluable contributions of agriculture to our nation that engendered our educationists
and government to make provisions in the National Policy on Education for Practical Agriculture in the
curriculum of the junior secondary school and Agricultural Science in the senior secondary school
curriculum as one of the importance subjects (FGN, 1990). Despite efforts to promote agriculture in this
wise, its impact is yet to be felt. Academic achievement in Agricultural science among secondary school
students has not been encouraging. Literature has also shown that the number of students who offer
Agricultural Science as a subject is on the decline (Ben, 2011; Keith, Reimers, Feshrmann, Pattebaum and
Aubey, 2008). Moreover, many who manage to pass Agricultural science demonstrate inadequate
competence in field application. Studies have tried to isolate reasons for the poor performance and lack of
adequate competence in Agricultural Science among secondary school students. These factors can either
be personal (poor self-concept, motive, readiness, emotion, attitude, maturational level of the student) or
environmental (Okwubunka 2007; Ben, 2011; Udoh 2006). These studies have identified allied factors
such as student individual differences (personal causal factors), teaching – learning strategy (system
causal factors), family causal factors and the teacher (academic causal factors) to interfere with the
performance level of students (Okwubunka 2007; Ben, 2011; Udoh 2006).
This study was focused mostly on the personal causal factors (i.e. the student’s personality
characteristics). The personality of an individual refers to a collection of emotional, thought and
behavioural patterns unique to a person that is consistent overtime, (Ben, 2011). It can also include an
individual’s thoughts, behaviour, feelings, emotions, gender, age, attitudes, physique adjustment, unique
learning history response patterns, vocational instinct, self-concept, habits and general poise (Denga,
2002). Among various factors isolated, students personality factors have been identified as a key
determinant of performance and competence in Agricultural science. Some students assume that whoever
studies Agricultural Science as a major will end up as a mere farmer and they do not want to become
farmers. According to Okwubunka (2007), low self-concept can be closely associated to learning
difficulties in students. A student who believes he is incapable of accomplishing his academic task is
Multidisciplinary Journal of Research Development, Volume 25 No 1, April, 2016-ISSN 1596-974X
bound to be an academic failure. A student’s attitude towards the study of Agricultural Science can affect
his performance in the subject. Students exhibit a dislike for the subject due to the fact that it involves
rigorous practical works which are carried out on the farm. This dislike as shown by apathy towards
various practical farm activities leads to low performance and subsequent failure. Vocational instinct or
Interest is another individual characteristic that can influence students’ academic achievement. Udoh
(2006) describes interest as the desire or willingness to learn or hear more about something, ideas,
innovation, event, work concept, people, places and situation around one’s environment. It is one of the
core determinants of farmers’ participation in farming programmes or take parts in any of the agricultural
programmes.
Another factor that is viewed by the researchers to be capable of influencing students’ academic
achievement is parental influence. It is necessary to understand the aspects of parental influence that
affect academic achievement. The term parental influence has been used to refer to different kinds of
parental activities such as rendering general academic guidance and support (Bloom, 1984), monitoring
daily activities and school progress of children (Keith, Reimers, Feshrmann, Pattebaum and Aubey,
2008), and participating in school events (Stevenson and Baker, 2007). Hill, (2004) made an attempt to
study a longitudinal model of parent academic involvement, achievement and aspirations. This was
examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th
(approximately 16 year old) grades. The findings of study revealed that the parent’s academic
involvement was positively related to achievement for African Americans but not for European
Americans. Keith and Lichtman’s (2004) study revealed that parental influence influenced the academic
achievement of eighth grades of Mexican and American students. However, Wei-cheng (2007) indicated
that, negative relationship between parental influence and academic achievement was found for Asian
immigrants and Asian American students.
Therefore, these biases can go a long way to hinder or dampen the spirit to participate effectively
so as to perform optimally. It is against this backdrop that this study evaluated the influence of student’s
personality characteristics on their academic performance in Agricultural Science. Moreover, it appears
not much research work has gone into looking for ways of improving achievement in Agricultural science
looking at some related personality variables. Also, the link between various personality variables and
students achievement in Agricultural science had not been exclusively determined. Nevertheless, studies
that looked at the influence of personality variables on students’ performance in Agricultural science in
Abak Local Government Area appeared to be very scarce in the literature. It is on these bases that the
researchers examined the extent to which personality variables influence SS2 students performance in
Agricultural science in Abak Local Government Area of Akwa Ibom State.
Thus, as specific objectives, this paper analysed;
1. The difference in the academic performance of students in Agricultural Science based on gender.
2. The influence of self-concept on students’ academic performance in Agricultural Science.
3. The relationship between the academic performance of students in Agricultural Science and their
attitude towards Agricultural Science.
4. The relationship between the academic performance of students in Agricultural Science and
parental influence.
5. The relationship between the academic performance of students in Agricultural Science and
vocational instinct of the students
Methodology
The study adopted the survey research design which enabled the researchers to draw inferences
about the relationships that exist among variables without direct interaction with concomitant variables.
The target population for this study consisted of all the 2,727 students in SS2 classes in all the ten (10)
public senior secondary schools offering Agricultural science in Abak Local Government Area of Akwa
Multidisciplinary Journal of Research Development, Volume 25 No 1, April, 2016-ISSN 1596-974X
Okon Thompson Umoh; Idongesit Michael Umoh
and Ekerete Udo
Etok
Ibom State, (Local Education Committee, 2014). Multi-stage sampling technique was used in the
selection of the respondents. Abak Local Government Area was clustered into five (5) clans viz: Abak
clan, Ediene clan, Afaha Obong clan, Otoro clan and Midim clan. Simple random sampling technique was
used to select five (5) public secondary schools out of the ten (10) public schools spread across the five
clans. Thereafter, the agricultural science students were stratified into male and female students in each
selected school and simple random sampling was again used to select 10 boys and 10 girls from each of
the selected schools. Therefore, a total of five (5) schools and hundred (100) students who offer
agricultural science as a subject were selected respectively. The sample profile was 50 females and 50
males. The unit of measurement for the study was the student.
Influence of personality variables Questionnaire (IPVQ) was designed by the researchers and used to
collect data for the study. It had six (6) sections. Section A contained items dealing with profile of the
respondents such as gender, school type (rural/urban), and class among others. Section B was a self-
concept inventory designed to measure the self-concept of the students. It had twelve (12) items with
likert scale options “Strongly Agree” to “Strongly Disagree”. Strongly agree was scored 4, Agree = 3,
Disagree =2 while strongly disagree was scored 1. The total score constituted the index of self-concept.
Section C of the instrument is designed with a view of getting information on student’s attitude towards
Agriculture. This section of the questionnaire consisted nineteen (19) likert scale items with four options
ranging from “Strongly disagree” to “Strongly agree”. Out of nineteen items, eleven (11) indicated
negative attitude towards agriculture while eight (8) indicated positive attitude towards agriculture since
attitude emphasises favourability or unfavourability. Section D was designed to measure the parental
influence on student’s performance in Agricultural Science. It had twelve (12) items with three options
and scored thus (3) often, (2) sometimes and (1) never. Section E was an inventory designed to measure
the vocational instinct of the students as it relates to Agricultural Science. The section had a total of
fifteen (15) items with response format ranging from (1) not at all (2) less of me and (3) most of me while
Section F was test items designed to measure the performance of the students in Agricultural science, it
had forty (40) items.
The instrument was vetted for face and content validity. Item analysis was also carried out for
section F [Achievement Test on Agricultural Science (ATAS)]. The Kuder Richardson 20 (KR20)
formula was used to establish the reliability of section F. Reliability co-efficient of 0.7 was recorded for
the section F using KR – 20. In the same vein, Cronbach alpha formula was adopted to establish the
internal consistency and construct validity of Section B, C, D and E. The overall reliability coefficient
using Cronbach Alpha for sections B, C, D & E were found to be 0.84. The sections were therefore found
to be very reliable and fit for the study. The researchers went to the schools and upon introduction
administered the instruments on the respondents. The instruments were administered and retrieved the
same day in each school. Descriptive statistics (frequencies and percentages) as well as inferential
statistics such as Pearson Product Moment Correlation (PPMC) and Independent T-test were used to
analyse the data obtained for the study.
Results
Variation in Performance in Agricultural Science by Gender
Table 4.6 below showed that there is no significant difference in performance of male and female
students in agricultural science. Although the mean score of male (M=24.640) is higher than that of
female (M=24. 98), the mean difference of 0.34 observed, was not statistically significant at t(98) = 0.419,
P>0.05. The null hypothesis is therefore not rejected since the t-calculated is not greater than the t-critical.
This finding corroborates the findings of Beedawat, (1984), who found that differences of sex had nothing
to do with the intensity of incidence of under achievement in both rural and urban schools.
Table 1: Variation in Performance in Agricultural Science by Gender
Gender
N
Mean
SD
df
t
-
value
t
-
critical
P.value
Remark
Male
50
24.640
4.341
98
0.419
1.98
0.05
Not Significant
Multidisciplinary Journal of Research Development, Volume 25 No 1, April, 2016-ISSN 1596-974X
Evaluating The Relationship Between Personal Variabl
es And Students’ Performance In
Agricultural
Science
Female
50
24.98
3.749
Source: Computed from field survey, 2014.
Relationship Between Academic Performance of students in Agricultural Science and their self-
Concept Towards Agricultural Science
Table 2 shows the result of correlation analysis that was adopted to determine if there is any
significant relationship between self-concept in agriculture and performance in agriculture. The table
reveals that there is a positive relationship between self concept in agriculture and performance in
agriculture. This means that as self-concept in agriculture is going up (M=37.980), performance in
agriculture is going up (M=24.810). However, the table showed that this relationship is not statistically
significant r=0.11, N=100, P>0.05, R2 =0.0121, explaining that only 1.21% of the variation in the
students’ performance in agriculture can be attributed to their self-concept in agriculture. Self concept is a
part of an individual’s personality. It is an important construct in education because of its linkage to
academic achievement (Byrne, 2004, valentine, Dubois and Cooper, 2004). Marsh (2004) confirms that
student’s self-perception of academic ability or achievement will affect their school performance. The
finding of this study tends to indicate self-concept of the students can substantially influence their
achievement or performance if properly harnessed.
Table 2: Summary of Correlation Analysis on the Relationship between Self-concept and
Performance in Agricultural Science
Variables
N
Mean
SD
r
-
value
r
-
critical
P.value
Remark
Self
-
concept
50
37.980
4.039
0.11
0.195
0.05
Not Significant
Performance
50
24.810
4.394
Source: Computed from field survey, 2014
Relationship between Academic Performance of Students in Agricultural Science and Parental
Influence
Table 3 shows the correlation analysis that was adopted to determine if there is any significant
relationship between parental influence and students’ performance in agricultural science. The table
reveals that there is a negative relationship between parental influence and student’s performance in
agricultural science. This means that as parental influence is increasing (M=30.580) performance of the
students in agricultural science is decreasing (M=24.810). The table also indicated that the relationship is
statistically significant r= - 0.24, N=100, P< 0.05, R2 =0.057, showing that 5.76% of the variation in the
respondent performance can be attributed to parental influence. The null hypothesis is therefore rejected
and concluded that there is significant relationship between parental influence and students’ performance
in agricultural science. Findings above agrees with Keith and Littman’s (1994) who’s study revealed that
parental involvement influenced the academic achievement of eighth grades of Mexican and American
students. It is necessary to understand the aspects of parental involvement that affect academic
achievement. The term parental involvement has been used to refer to different kinds of parental activities
such as rendering general academic guidance and support (Bloom, 1984), monitoring daily activities and
school progress of children (Keith, Reimers, Feshrmann, Pattebaum and Aubey, 2008), and participating
in school events (Stevenson and Baker, 1987) etc.
Table 3: Summary of Correlation Analysis on the Relationship between Parental Influence and Performance
in Agricultural Science
Variables
N
Mean
SD
r
-
value
r
-
critical
P.value
Remark
Parental
Influence
50
30.530
3.022
-
0.24
0.195
0.05
Significant
Performance
50
24.810
4.394
Source: Computed from field survey, 2014
Multidisciplinary Journal of Research Development, Volume 25 No 1, April, 2016-ISSN 1596-974X
Okon Thompson Umoh; Idongesit Michael Umoh
and Ekerete Udo
Etok
Relationship between Academic Performance of Students in Agricultural Science and their
Attitude Towards Agricultural Science
Table 4 below shows the results of correlation analysis on the relationship between attitude
towards agricultural science and performance in agricultural science among the respondents. The findings
from the study revealed that there is a positive relationship between attitude and performance in
agricultural science among the respondents. This means that as attitude towards agricultural science of the
respondents is going up (M=48.15), the performance in agricultural science among the respondents is
going up (M=24.810) as indicated by the means. The table also showed that this relationship is
statistically significant r=0.237, N=100, P<0.05, R2 =0.056, explaining that about 5.0% of the variation in
the respondents performance in agricultural science can be attributed to their attitude towards agricultural
science. As described by Inyang Abia (2003), attitude is a desire or tendency to approach or avoid
something. He stated that attitude of an individual can be either positive or negative. When it is positive,
the individual approaches the object, otherwise, the object is avoided when attitude is negative.
The findings also corroborate the findings of Jegede (2001) and Olpala (2006) that there is a
positive relationship between students’ attitude and their performance in academics. Bassey, (2002), in a
study carried out to determine the degree of co-variation between students test attitude and their test
performance, revealed that there was a significant difference in performance assessing the different
attitudinal groups with respect to their varying levels of attitude.
Table 4: Summary of Correlation Analysis on the Relationship between Attitude Towards
Agricultural Science and Performance in Agricultural Science
Variables
N
Mean
SD
r
-
value
r
-
critical
P.value
Remark
Attitude
50
48.15
4.231
0.237
0.195
0.05
Significant
Performance
50
24.810
4.394
Source: Computed from field survey, 2014
Relationship Between Academic Performance of Students in Agricultural Science and Their
Vocational Instinct
Table 5 below showed that there is a positive relationship between vocational instinct and
students’ performance in agricultural science. This indicates that as vocational instinct increases
(M=35.50,) performance of the respondents also increases (M=24.810). The table also showed that this
relationship is statistically significant with r=0.342, N=100, and P< 0.05. The null hypothesis is therefore
rejected and concluded that there is significant relationship between vocational instinct and students’
performance in agricultural science. Vocational instinct or interest is another individual characteristic that
can influence students’ performance in Agricultural science. Udoh (2006) describes interest as the desire
or willingness to learn or hear more about something, ideas, innovation, event, work concept, people,
places and situation around one’s environment. This coincides with Ukpong (2001) which describes that
lack of interest is capable of retarding effort; motivation and even the desire to participate in any
productive venture vis-avis hampering productivity and vocational progress. He also showed that positive
interest is a fertile land for the survival and achievements of vocational objectives.
Table 5: Summary of Correlation Analysis on the Relationship between Vocational Instinct in
Agricultural and Performance in Agricultural Science
Variables
N
Mean
SD
r
-
value
r
-
critical
P.value
Remark
Vocational
Instinct
50
35.50
4.959
0.392
0.195
0.05
Significant
Performance
50
24.810
4.394
Source: Computed from field survey, 2014
Multidisciplinary Journal of Research Development, Volume 25 No 1, April, 2016-ISSN 1596-974X
Evaluating The Relationship Between Personal Variabl
es And Students’ Performance In
Agricultural
Science
Conclusions
The study specifically determined the influence of personality variables on Students’
Performance in Agricultural Science in public secondary schools in Abak Local Government Area of
Akwa Ibom State. The researchers have been able to establish that parental influence, attitude and
vocational instinct or interest affect the students’ performance in Agricultural science. It is therefore
logical to conclude that students of Abak Local Government Area of Akwa Ibom State have a positive
attitude and high interest towards Agricultural science and that attitude, vocational instinct and parental
influence have a way of affecting students’ performance in Agricultural science.
Recommendations and Implications
For effective teaching and learning of Agricultural science in secondary schools in the study area,
the following recommendations are made:
1. Government should employ qualified and competent teachers who are knowledgeable in both the
subject matter and method of instruction.
2. Parents should ensure that the basis of home discipline and learning facilities are provided for their
children, since most of their performance in the secondary school are not mere reflection of their
home alone but also heredity.
3. Government should make provision for training teachers; organize induction courses, seminars,
conferences and workshops on new Agricultural science teaching methods
4. Students should develop a positive self-concept about self with the assistance of their parents and
caretakers and teachers who should not use abusive words on them but encourage them with love.
5. Students should be encouraged to first motivate themselves and not necessarily wait to be rewarded
by others.
6. The government should ensure that they provide the necessary resources to make the teaching and
learning of Agricultural Science interesting so as to encourage students to develop a better attitude
towards the subject.
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Multidisciplinary Journal of Research Development, Volume 25 No 1, April, 2016-ISSN 1596-974X
Okon Thompson Umoh; Idongesit Michael Umoh
and Ekerete Udo
Etok
