Relationship between Self-Efficacy on Class Participation and Extracurricular Activities among Secondary School Students in Benue and Nasarawa States, Nigeria, Implication for Counselling.

Abstract

This study examined the relationship between self-efficacy, class participation, and extracurricular activities among secondary school students in Benue and Nasarawa States. Two research questions and two hypotheses guided the study, employing a correlational design across these Nigerian states. The population included 161,005 students in 527 schools, with a sample size of 385 students. Two instruments, the Self-Efficacy Questionnaire and the Class Participation and Extracurricular Activities Questionnaire, were utilized; however, reliability indices were 0.98, 0.89 and 0.88. Data were analyzed using Pearson's Product Moment Correlation Coefficient to address the research questions, while linear regression tested the hypotheses. The results showed a positive relationship between self-efficacy, class participation, and extracurricular activities. The study concluded that self-efficacy significantly shapes students' engagement in both class participation and extracurricular involvement in Benue and Nasarawa. In light of these findings, a collaborative approach between counselors and teachers was recommended to foster students' self-efficacy, encourage active class participation, and provide individualized support to promote students' overall development. To further enhance student engagement, counselors, teachers, and administrators should cultivate a supportive environment that encourages extracurricular involvement by making students aware of various opportunities, outlining participation benefits, and highlighting how such activities support personal growth and skill development. This approach shifts the view of extracurricular activities from potential distractions to valuable aspects of student development.