SELF-CONCEPT AND MATHEMATICS ACHIEVEMENT IN SENIOR SECONDARY SCHOOL II IN AKWA IBOM STATE
DOI:
https://doi.org/10.60787/aasd.vol3no1.85Keywords:
Self-concept, Mathematics Achievement, Gender and StudentsAbstract
The research investigates Self-concept on mathematics achievement among Senior Secondary School II students in Akwa Ibom State, Nigeria. The study aims to uncover the influence of these psychological factors on students' academic performance in mathematics, a subject critical to various fields including science, technology, and finance. Utilizing a predictive research design, this study focuses on the relationship between these affective factors and students’ mathematics achievement, while also incorporating gender as a moderating variable. Data were collected from 180 randomly selected students across six public secondary schools in Abak Local Government Area. The instruments for data collection were Mathematics Achievement Test (MAT), alongside structured questionnaires to measure and self-concept. The questionnaires were constructed using a 4-point Likert scale to capture the degree of agreement or disagreement on various statements related to students’ emotions and attitudes toward mathematics. These instruments were validated by three experts (one from mathematics education and two from measurement and evaluation). The reliability of Mathematics Achievement Test (MAT) was established using Kuder-Richardson formula 20 (K-R20) and a coefficient of 0.798 obtained. Cronbach’s Alpha (α) was used for the calculation of the reliability indices of Mathematics self-concept scales (0.810). Data were analysed using Pearson product moment correlation, multiple regression and moderated regression. Findings highlight that affective factors such as mathematics Self-concept significantly relates to mathematics achievement, it did not significantly predict mathematics achievement. Gender differences were explored, and results show that gender does not significantly moderate the prediction of mathematics achievement with Self-concept. This study underscores the importance of addressing affective factor in mathematics education. By providing insights into how Self-concept affect learning outcomes, the research recommends educational strategies that enhance students’ attitudes towards mathematics.. Furthermore, the research recommends that; Mathematics teachers should create friendly and conducive atmosphere while teaching; accommodate individual differences in learning mathematics.
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