STUDENTS’ ATTITUDES AS DETERMINANTS OF ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES AMONG JUNIOR SECONDARY STUDENTS IN OLUYOLE LOCAL GOVERNMENT AREA, IBADAN

Abstract This study examined students’ attitudes as determinants of academic achievement in Business Studies among junior secondary students in Oluyole Local Government Area, Ibadan. The objectives were to assess achievement levels, identify dominant attitudinal factors, and evaluate the joint and relative influence of attitude indicators on achievement. A descriptive survey research design was adopted, with a sample of 364 students selected using proportionate stratified sampling. Data were collected using a structured Likert-scale questionnaire measuring interest, perceived value, emotional responses, self-efficacy, and engagement, alongside an achievement test. Reliability of the instrument was confirmed using Cronbach’s alpha (α > 0.70). Data were analyzed using descriptive statistics, chi-square, and multiple regression analysis. Findings revealed that 53.3% of students demonstrated high academic performance, with no significant difference based on school type. Students exhibited generally positive attitudes (grand mean = 3.35), with self-efficacy and engagement being the most dominant factors. The regression analysis showed that attitude variables explained 53% of the variance in academic achievement (R² = 0.53). Engagement emerged as the strongest predictor, followed by interest, self-efficacy, and emotional responses, while perceived value was not statistically significant. The study concludes that student engagement and self-efficacy are critical determinants of academic success in Business Studies.