The Impact of Academic Self-concept and Cognitive Restructuring Treatment on Reducing Low Academic Performance in Economics among Secondary School Students in Ibadan Metropolis

The study looked at how well cognitive restructuring therapy worked and how academic self-concept moderated the negative impacts of low economic performance in secondary school pupils in the city of Ibadan. Using a 3x2x2 factorial matrix, the study used a pre-post quasi-experimental control group design. A multistage sampling process was employed to choose research subjects. The study includes all SSS 2 senior secondary schools in Ibadan metropolitan, which has 11 local government areas. Of these, three (3) schools are from different local governments of the metropolis Ibadan was selected for the study. Ibadan North, Ido, and Ibadan Southeast are the three local authorities that were chosen using the purposeful sampling technique. These municipal authorities are chosen according to factors including population, geography, and equipment availability. The three secondary schools that have been chosen are Junior High School, C.A.C. CGS Apete Ayegun High School, and IMG Grammar School. Using a straightforward random sample procedure, participants were chosen from three high schools in the final round. Based on their academic records, thirty (30) students were chosen at random from the student body using Urn Box. After taking the Economic Performance Test (EPT) and receiving a score of 40 or below, participants were divided into two groups: the CRT group and the control group. Both the ASCQ (.98) and EPT (.73) scales were the instruments used. Eight weeks are allotted for treatment. Covarian analysis was used to evaluate the data at a significance level of 0.05. Academic self-concept was highly present among respondents (48,579). Between the CRT participants (=59.853) and the control group (=62.109), there was a significant main effect. The main consequence of academic self-concept is a large reduction in subpar economics performance. Participants with a strong academic self concept profited more (=49.585) than those with a poor academic self-concept (=46.285) among secondary school students (F (1, 69) = 16.781, <0.05, ?2 = 0.111). Students in secondary schools who performed poorly in economics saw a reduction in performance through CRT and academic self-concept. Reducing subpar performance in economics should incorporate academic self-concept and counseling assistance.