Self-concept and Performance of Secondary School Students in Mathematics

Abstract

The study investigated the relationship between self-concept and performance in Mathematics as well as the influence of gender on self-concept and performance in Mathematics. 320 {SS}1 students (male=160, female=160) were used for the study. They were selected from 16 secondary schools (urban=8, rural=8) in eight local government areas of Ekiti State. Random sampling was used to select the local government areas, while stratified random sampling technique was used to select the schools and the participants. Data were collected using a 20-item self-concept questionnaire and a 30-item multiple-choice Mathematics Achievement Test with reliability coefficients of 0.74 and 0.83 respectively, and analysed using Pearson product moment correlation and t-test statistics, tested at 0.05 level of significance. The results showed that self-concept moderately correlated with performance in Mathematics, while gender had no significant influence on self-concept and performance in Mathematics. However, the mean scores of male and female students in Mathematics were below average. It was suggested that teachers should develop in their students positive self-concept towards Mathematics and pleasant teaching experiences to enhance higher self-concept and better performance in mathematics. [{PUBLICATION} {ABSTRACT}]