Views and Attitudes of Science Students in Affiliated Degree Campuses: Effects on Self-Esteem and Academic Performance

Abstract

This study examined the views and attitudes of science students toward affiliated degree campuses and how these perceptions influence their self-esteem and academic performance. The research was conducted among 101 science students from selected affiliated campuses in Ilorin, Kwara State, using a descriptive survey design. A structured questionnaire comprising demographic information, students’ perceptions of their campuses, self-esteem measures, and academic performance indicators served as the primary data collection instrument. Data were analyzed using descriptive statistics and Chi-square tests to examine the relationships between key variables. The findings revealed a significant relationship between students’ attitudes toward their affiliated campuses and their self-esteem, as well as between self-esteem and academic performance. It was also established that students’ perceptions of their campus environments significantly influence their academic outcomes. The study concluded that fostering positive campus identity, improving infrastructure, and providing academic and motivational support are critical for enhancing students’ self-esteem and academic performance. Recommendations include ensuring academic parity with main campuses, improving facilities, conducting regular counseling programs, and organizing academic competitions to boost student morale and engagement.