SELF-CONCEPT, STUDY HABIT AND PUPILS ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN CALABAR MUNICIPALITY OF CROSS RIVER STATE, NIGERIA

The purpose of this study was to investigate the relationship between self-concepts and study habit and pupils academic achievement in English Language in Calabar Municipality of Cross River State, Nigeria. Survey research design was adopted for the study, Multi-stage random sampling technique was utilized for selecting sample of 200 respondents, 90 were males, 110 were females from a population of 1113 pupils from the 17 primary schools in Calabar Municipality. A well validated 15 items questionnaire was designed using four-point Likert Scale and was administered for data collection. Three research questions were raised and converted to three statement of null hypotheses and were formulated and tested at .05 level of significance. Inter-variable Pearson Product Moment Correlation Coefficient and Multiple Regression analysis was the statistics used to test the null hypotheses. The findings of the study revealed that there is a significant influence on self-concept and study habit on pupil’s academic achievement in English Language. It is therefore recommended that Educational institutions should implement programs that focus on building pupils’ self-esteem and self-worth. Teachers should be train to provide positive reinforcement and create an inclusive classroom environment where every pupil feels valued and confident in their abilities. Also, parents should be encouraged to support their children’s self-concept by recognizing and celebrating their academic and non-academic achievements, fostering a positive self-image, Lastly, schools should incorporate study skills training into their curriculum, teaching pupils how to organize their time, set realistic goals, and develop effective study routines. Workshops and seminars for pupils and parents can be beneficial in this regard.