ACADEMIC SELF-EFFICACY AND ACHIEVEMENT IN RESEARCH METHODS COURSES AMONG LIBRARY AND INFORMATION SCIENCE POSTGRADUATE STUDENTS IN UNIVERSITIES IN SOUTH-WESTERN NIGERIA.

Abstract

This study examined academic self-efficacy as factors influencing academic achievement in research methods courses among Library and Information Science (LIS) postgraduate students in universities in south western Nigeria. Understanding these factors is essential for improving academic outcomes in research role in supporting academic endeavours. The study employed a survey research design of the correlation type. The population consisted of 141 LIS postgraduate students. Data were collected using a validated questionnaire and an achievement test in research methods. Descriptive statistics such as frequency counts, percentages, means, and standard deviations were used to analyse research questions 1 to 3, while Pearson product-moment correlation was employed to test hypotheses. The findings revealed a moderate level of academic achievement and self-efficacy among the students. However, there was no significant relationship between academic self-efficacy and academic achievement (r = 0.017, p > 0.05). The study concluded that self-efficacy contributes to students’ engagement with limited direct effect on achievement. Recommendations include enhancing structured interventions to build academic self-efficacy lead to academic achievement among LIS postgraduate students.