Effect of Self-Concept on Academic Achievement of Business Education Students in Secondary Schools in Kano State

This study examined the effect of self-concept on the academic achievement of Business Education students in senior secondary schools in Kano State, North West Nigeria. Self-concept, defined as an individual perception of their own abilities and academic competence, has been linked to motivation, effort, and performance across educational levels. In Business Education, where students must navigate both technical and theoretical content, a positive academic self-concept may be particularly important for sustaining engagement and achievement. A descriptive survey design was adopted. The population comprised 800 SS2 and SS3 Business Education students across ten public secondary schools in Kano Municipal Local Government Area. Using proportionate stratified sampling, 320 students were selected. The Academic Self-Concept Scale and students most recent Business Education examination scores were used as data collection instruments. Pearson Product Moment Correlation and regression analysis were used to analyze the data. Findings reveal a significant positive relationship between academic self-concept and examination scores, with self-efficacy beliefs and past academic success identified as the strongest predictors of self-concept levels. Female students reported higher academic self-concept than male students in Business Education. The study recommends that school counselors and Business Education teachers in Kano State should implement confidence-building classroom strategies, including achievement recognition and growth mindset activities, to foster a strong academic self-concept among students. Keywords: self-concept, academic achievement, business education, secondary schools, Kano State