TEACHERS’ SELF-EFFICACY, IDENTITY AND SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN QUANTITATIVE ANALYSIS IN CHEMISTRY IN DIFFERENT LOCAL GOVERNMENT AREAS IN OYO STATE, NIGERIA

Abstract

This study investigated the correlation between teacher self-efficacy, identity, and chemistry students’ achievement in quantitative analysis. The study employed a correlational survey research design. The sample consisted of 40 chemistry teachers and 400 students from 40 randomly selected public schools in four local government areas in the Ibadan metropolis. Data were collected using well-validated instruments and analyzed using descriptive statistics (frequency, average, and standard deviation) and inferential statistics (Pearson Product Moment Correlation and Multiple regression). The results showed that the level of performance of students in quantitative analysis was low (38.55). In addition, teachers' self-efficacy was linked to the performance of students in quantitative analysis (r = 0.87; p?0.05). There was a positive and moderately significant relationship between teacher identity and student performance (r = 0.54; p?0.05). In conclusion, chemistry students’ performance in quantitative analysis was somewhat influenced by the teachers’ self-efficacy and identity. Therefore, efforts should be made to improve the teachers’ professional development programme aimed at fostering their capacity to teach quantitative analysis effectively.