Psychological Variables and Classroom Participation in Public Secondary Schools inCalabar Education Zone of Cross River State, Nigeria

Abstract

This study focused on psychological variables and students’ classroom participation in
secondary schools in Calabar Education Zone of Cross River State, Nigeria. Two hypotheses
were formulated to guide the study, using the correlational research design. The population
consists of 33,194 SS2 students in the 74 public secondary schools in the study area. For equal
representation of subjects, the researchers used simple random sampling techniques to select
4 local government areas, 19 public schools, and proportional simple random sampling to
select 448 SS2 students for the study. A questionnaire titled: Psychological Variables and
Students Classroom Participation Questionnaire (PVSCPQ) was used to collect data. The
instrument was validated by experts in educational psychology and measurement and
evaluation from the Department of Educational Foundations. The reliability was done using
the Cronbach Alpha reliability estimate ranging between .75 to .89. Data collected were
analyzed using Pearson Product Moment Correlation analysis and multiple regression
analysis. The findings revealed a significant relationship between attitude, motivation, and
classroom participation. Based on the findings, the following recommendations were made.