Assessment on the Relationship between Self-Concept and Academic Performance among Students in Federal College of Education Yola, Adamawa State

This study examined the relationship between self-concept and academic performance among students in the Federal College of Education (FCE) Yola, Adamawa State. A correlational survey design was adopted, with a population of 95 students (NCE II and NCE III). Using stratified proportionate random sampling, 48 students participated in the study. Data were collected through the Structured Self-Description Questionnaire (SDQ) and analyzed using simple percentages. Findings revealed that students generally possessed a strong self-concept, reflected in their confidence, motivation, and satisfaction with abilities. Academic performance was also encouraging, supported by group learning and commitment to tasks, although challenges such as time management and balancing theory with practice were noted. Importantly, results established a strong positive correlation between self-concept and academic performance. The study concludes that enhancing students’ self-concept improves academic outcomes and recommends integrating motivational teaching strategies, strengthening counseling support, promoting cooperative learning, and organizing workshops on time management and study skills.