IMPACT OF SELF-EFFICACY ON ACADEMIC ENGAGEMENT, ACHIEVEMENT AND MOTIVATION IN BIOLOGY, AMONG SECONDARY SCHOOL STUDENTS IN MINJIBIR EDUCATION ZONE, KANO STATE,NIGERIA.

ABSTRACT This study investigates the impact of self-efficacy on academic achievement, engagement, and motivation in biology among secondary school students in the Minjibir Education Zone of Kano State, Nigeria. Utilizing a descriptive survey design which is guided by three(3) research objectives, three(3) research questions. The population of the Study consisted of a total of fortysix(46) public senior secondary schools in this zone with a total population of twenty eight thousand and thirty eight (28038) students which were drawn from the population using multi-phase sampling strategy. The instruments used for data collection included Questionnaires and checklists. The instruments were duly validated by experts and reliability coefficients were established as 0.86 and 0.87 using Cronbach's Alpha. Frequency, Percentage were used to answer research Questions, The study surveyed 322 secondary school students through structured questionnaires measuring self-efficacy, academic performance, engagement, and motivation related to biology. Academic achievement was assessed using examination scores, while engagement and motivation levels were gauged through validated scales. Data analysis involved descriptive statistics, correlation coefficients, and multiple regression techniques to explore relationships among variables. The findings revealed significant impacts, suggesting that higher self-efficacy is associated with improved academic achievement, greater engagement, and increased motivation to learn biology. This research provide valuable insights for educators and policy makers, highlighting the importance of fostering self-efficacy to enhance students' educational experiences and outcomes in Biology.