PSYCHOLOGICAL FACTORS INFLUENCING LEARNING OUTCOMES IN SECONDARY SCHOOLS IN EDO STATE, NIGERIA

Abstract

This study examined the influence of intrinsic motivation, self-efficacy, teacher-
student relationships, and parental involvement on learning outcomes among secondary school
students in Edo State, Nigeria. A mixed-methods sequential explanatory design was employed. The
quantitative phase involved 500 students selected through multi-stage sampling from 10 public and
private secondary schools across urban and rural areas. Data were collected using the Academic
Motivation Scale, the General Self-Efficacy Scale, the Student–Teacher Relationship Scale, and the
Parental Involvement Scale. Learning outcomes were measured by a composite of self-reported
grades and teacher ratings in English, mathematics, and science. Qualitative data comprised semi-
structured interviews with 20 teachers and 10 administrators, plus classroom observations in five
schools. Pearson correlation and multiple regression analyses showed significant positive
correlations between learning outcomes and intrinsic motivation (r = 0.62), self-efficacy (r = 0.58),
teacher-student relationships (r = 0.50), and parental involvement (r = 0.45). The four factors jointly
explained 36% of the variance in learning outcomes (R² = 0.36, F (4, 495) = 68.42, p < 0.001), with
intrinsic motivation the strongest predictor (β = 0.40). Qualitative findings explained these patterns:
teachers and administrators reported that rural parents were less able to support schoolwork because
of economic pressures and low literacy, while empathetic, feedback-rich teaching strengthened
student confidence and participation. The findings suggest that psychological factors are important
proximal influences on academic performance and that their effects are shaped by rural-urban and
socio-economic context. Recommendations include integrating motivation-enhancing and self-
efficacy-building strategies into teacher professional development, expanding community-based
parental engagement programmes, and deploying school counsellors to under-resourced rural
schools.