SELF-CONCEPT AND ATTITUDE AS DETERMINANTS OF ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG STUDENTS OF UPPER BASIC EDUCATION LEVEL IN IKOT EKPENE L.G.A OF AKWA IBOM STATE

  • Regina John Udo Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria
  • Stanislus Sochima Unodiaku, Ph.D University of Nigeria, Nsukka
Keywords: Mathematics, self-concept, academic achievement, learning mathematics

Abstract

The study examined self-concept and attitude as determinants of academic achievement in mathematics among students of upper basic education level. The study was guided by two research questions and one null hypothesis. The hypothesis was tested with ANOVA statistic at P≤ 0.05 level of significance. The study employed expost facto research design. The population of the study was 2554 students of upper basic education level. The sample for the study was 250 students randomly sampled from five secondary schools in Ikot Ekpene, Akwa Ibom, using simple random sampling technique. The study was guided by two research questions and two hypotheses. The hypotheses were tested at P<.05 level of significance. A structured questionnaire and Mathematics Achievement Test (MAT) instruments were developed by the researchers and used for data collection. The instrument was organized into two sections (A and B). Section A addressed students’ self-concept while section B addressed students’ attitude. The instrument was a 4-point likert scale type. The MAT instrument contains 15 essay items developed by the researchers from the National Mathematics curriculum for upper basic education III level. The instruments were face-validated by experts. Thereafter, they were trial tested and their reliability coefficients of 0.84 and 0.89 were obtained using test retest method. Data generated with the instruments were analyzed using multiple regression and Analysis of variance (ANOVA) statistical tools at P≤ 0.05 level of significance. One of the findings shows that students’ self-concept and attitude to Mathematics have significant (single and joint) effect on mathematics achievement. Based on the findings of the study, the researchers recommended that the teachers should ensure that all the methods/strategies they use in teaching mathematics should be capable of making students develop and sustain self-concept and attitude in learning mathematics among others.

Author Biographies

Regina John Udo, Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria

Department of Science Education

Stanislus Sochima Unodiaku, Ph.D, University of Nigeria, Nsukka

Department of Science Education

Published
2018-12-14
Section
Articles