Abstract

The high ability learners do confronted with a lots of problems, especially as it relates to their academic achievement which later resulted into underachievement. Attaining a high level of academic achievement is what every parent or guardian as well as teacher wishes for their children and wards. Thus, this study investigated motivational variables, academic self-concept and learning styles as predictors of academic achievement of underachieving highability students in Oyo State, Nigeria. The study adopted the descriptive design of the correlational type. A total of 180 underachieving high ability Senior Secondary School Students in Oyo State were purposively selected from nine schools in three senatorial districts of Oyo State. Instrument used were Students academic record, Slosson
Intelligence test (r=0.81), Academic motivation scale (r=0.75); Academic self-concept scale (r=0.75), Learning style questionnaire (r=0.75) and English language (r=0.75) and Mathematics achievement (r=0.65) tests. Data were analysed using multiple regression at 0.05 level of significance. The result revealed that academic achievement had significant correlation with extrinsic motivation (r=0.79), motivation (r=0.27), academic self-concept (r=0.35), auditory learning style (r=0.28), visual learning style (r=0.38) and kinesthetic learning style (r=0.42). The relative contributions of the independent variables revealed that Extrinsic motivation (ß=1.215, t=14.066) is the most potent predictor followed by the kinesthetic learning style (ß=0.193, t=2.245); motivation (ß=-0.093; t=1.085), visual learning style (ß=0.066; t=1.491), academic self-concept (ß=0.061; t=2.897), intrinsic (ß=0.006; t=1.343) and auditory learning style (ß=0.005; t=0.078). Motivation is significant in controlling academic underachievement among high ability learners, students should develop an inner enthusiasm and inherent satisfaction or pleasure in learning. Teachers, parents and guardians should organise extra-classes for high ability students in order to increase their academic skills as his is a more effective means to boost their academic self-concept. Also, the teaching styles of the teachers should suit the preferred learning styles of the students to correct the underachievement patterns in them.