RELATIONSHIP BETWEEN STUDENTS’ ADVERSITY QUOTIENT AND PHYSICS ACHIEVEMENT IN PLATEAU STATE SECONDARY SCHOOLS

Abstract

This study examined the relationship between students’ adversity quotient and physics achievement in Plateau State secondary schools. Guided by three research questions, and corresponding null hypotheses tested at 0.05 alpha level, the study was grounded in Adversity Quotient Theory by Stoltz (1997), adopted correlational survey research design, with a population of 22,959 students in 2024/2025 academic session. Using Taro Yamane’s formula, 387 students were sampled through multi-stage sampling technique. Data were collected using two validated instruments namely: Physics Students’ Adversity Quotient Questionnaire (PSAQQ) and Physics Students’ Academic Achievement Proforma (PSAAP), with Cronbach’s alpha reliability of 0.82 for PSAQQ. Mean and Standard deviation, linear and multiple regression were used to answer the research questions and test the null hypotheses respectively. Findings showed that control and ownership components of AQ had significant low positive relationship with Physics academic achievement (r= 0.18, p<0.05). The composite of the relationship indicated by the multiple linear regression model summary (r=0.20, adjusted R²=0.29) revealing a significant predictive relationship F(2, 384)=3.85;p<0.05). It was concluded that adversity quotient components of control and ownership had a meaningful relationship with physics achievement in Plateau State secondary schools. Based on the results it was recommended that control and ownership AQ components should be utilized by physics educators in their quest to enhance academic achievement.