Influence of Sel-Concept on Academic Achievement in Chemistry among Gifted Students in Government Day Science Secondary School Gumel, Jigawa State

This study examined the influence of self-concept on academic achievement in Chemistry among gifted students in Government Day Science Secondary School, Gumel, Jigawa State, Nigeria. Self-concept has increasingly been recognized as a psychological factor that shapes students’ attitudes, motivation, confidence, and academic outcomes. Despite the intellectual capacity of gifted learners, differences in academic performance continue to exist, suggesting that non-cognitive variables such as self-concept may contribute to variations in achievement. The study adopted a descriptive survey research design. The target population consisted of gifted senior secondary school students offering Chemistry in Government Day Science Secondary School, Gumel. Data were gathered using structured questionnaires and students’ Chemistry achievement records. The findings from reviewed literature indicate a significant positive relationship between academic self-concept and students’ achievement in science-related subjects, particularly Chemistry. Students with stronger perceptions of their academic abilities tend to demonstrate greater persistence, confidence, and improved academic outcomes. The study recommends that school administrators, teachers, and parents support the development of positive self-concept through mentorship, effective feedback, counseling services, and learner-centered instructional practices.