MODERATING ROLES OF ACADEMIC SELF-EFFICACY AND LOCUS OF CONTROL ON THE RELATIONSHIP BETWEEN EDUCATIONAL INTERVENTIONS AND ACADEMIC PERFORMANCE IN SOUTH-WEST NIGERIAN COLLEGES

This study explored how academic self-efficacy and locus of control influence the connection between educational intervention programs and academic performance in underachieving students at Colleges of Education in South-West Nigeria. A quasi-experimental design utilising a pre-test, post-test, and control group approach with a 3×2×3 factorial matrix was implemented. Ninety-six underperforming students were intentionally chosen from three Colleges of Education and randomly allocated to two treatment groups — Goal Setting Therapy (GST) and Study Skill Training (SST) — along with a control group. Data collection involved the use of validated instruments such as the Academic Motivation Inventory Scale, Academic Self-Efficacy Scale, and Multidimensional Locus of Control Scale, with subsequent analysis performed through Analysis of Covariance (ANCOVA). The findings indicated that academic self-efficacy played a significant moderating role in the impact of educational interventions on students’ academic motivation, with those exhibiting higher self-efficacy demonstrating more substantial improvements. Nonetheless, the locus of control did not significantly influence the effect of interventions, whether considered independently or in conjunction with academic self-efficacy. The findings indicate that incorporating strategies that boost self-efficacy into intervention programs is essential for maximising academic results. The suggestion involves integrating motivational counselling, mastery experiences, and goal-setting activities specifically designed to enhance students' confidence in their abilities and progressively transition external attributional tendencies to a more internal locus of control.