Predictive Influence of Academic Resilience and Its Dimensions on Students’ Interest in Learning Biology
Keywords:
academic interest, academic resilience, biology, secondary school studentsAbstract
Studies, in the 21st century, have revealed that students in secondary schools are constantly confronted with evolving psychological conditions and challenges that influence their learning outcomes. The drive to identify these conditions prompted the study on predictive influence of academic resilience on secondary school students’ interest in Biology, applying a predictive correlational research design. 1,198 Secondary School Year 2 (SS2) students, obtained using multistage sampling procedure were the respondents. Two instruments; Academic Resilience Scale (ARS) and Biology Interest Scale (BIS) were employed for data collection. The adapted instruments (ARS and BIS) validated by three experts, when pilot tested, yielded reliability coefficient values of 0.81 and 0.86, established using Cronbach alpha. Data collected were analyzed using simple and multiple linear regression analyses. The findings indicated among others that academic resilience caused 13.8% variance in students’ interest in Biology, revealing that academic resilience significantly and positively contributed to students in secondary schools’ interest in Biology. On contributions of individual dimensions of academic resilience, it was revealed that all the dimensions of academic resilience, individually and jointly, significantly predicted students’ interest in biology, except perseverance which although contributed to students’ interest in Biology but the contribution was not statistically significant. Given the findings, it was suggested that education stakeholders should organize orientation programmes, counselling sessions and seminars in schools to educate students on strategies that can be employed to strengthen their resilience in academic settings.
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