Influence of Self-efficacy on Senior Secondary School Students' Academic Achievement in Mathematics in Kano State, Nigeria (original) (raw)
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The purpose of this study was to determine the relationship between students 'academic self-efficacy and performance in mathematics among boys and girls in mathematics in secondary schools. The study had the objective of determining the relationship between academic self-efficacy and performance in mathematics among boys and girls in secondary schools in Yola South local government area of Adamawa State, Nigeria. The target population comprised all 21 public secondary school students in Yola South. The sample was consisting of 380 form three students. Stratified, purposive and random sampling techniques were used to select the sample. A pilot study was carried in one school in order to ascertain the reliability of the research instruments. The questionnaire was found to have a Cronbach's Alpha Coefficient of 0.81 thus it was used without amendments. The literature on self-efficacy was used to check the content validity of the questionnaire items while form three Mathematics syllabus was used to check the content validity of the exam. Data was collected using self-administered questionnaires and a standard modified West African Senior School Examination Certificate (WASSCE) of Secondary Education Mathematics exam that was administered to measure performance in Mathematics. The Study collected quantitative data which was analyzed using descriptive statistics such as percentages and presented in form charts and tables. To test the hypothesis the independent sample test and Pearson product Moment Correlation Coefficient were used. There was a strong positive relation between self-efficacy and performance in Mathematics among boys and girls. The study recommends that efforts should be made to improve the academic self-efficacy in Mathematics for both boys and girls.
American Journal of Educational Research, 2020
The main aim of this study was to determine the relationship between senior high school students' mathematics self-efficacy, self-concept and their mathematics achievement in Twifo Hemang Lower Denkyira District of the Central Region of Ghana. A probability stratified random sampling technique was used to obtain representatives of the two schools under consideration in the proportion of the population of the two schools. A total of one hundred and fifty (150) form two students were involved in the study. The research design adopted was correlational design and the instruments developed and used for obtaining relevant data for the study was the Likert scale type of questionnaire and achievement test. An independent sample t-test was conducted to find the differences in achievement scores of low and high mathematics self-efficacy and self-concept students. The major result established in the study was that students' mathematics self-efficacy correlated students' mathematics achievement. The result also established that students' mathematics self-concept did not correlate with their mathematics achievement. In view of this, it was recommended that constructs that are related to students' academic performance should be given prominent attention. For example, teachers of mathematics must make frantic efforts at all times to increase students' mathematics self-efficacy when teaching so that students would be able to overcome the challenges they face when learning mathematics subject.
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru
The purpose of this study was to determine the relationship between self -efficacy and student achievement in mathematics class II at MI PGM Cirebon City. The approach used for research is quantitative and the research design uses a correlational research design. The population of this study were class II students of MI PGM Cirebon City. The sampling technique used a saturated sample with 48 students as respondents. The data collection instruments used were questionnaires and documentation. The research data were analyzed through normality tests, unilinearity tests, and hypothesis testing using SPSS version 16.0 for windows. The results showed that the self-efficacy of class II students at MI PGM Cirebon City was in the moderate category. It is known that as many as 48 respondents with a percentage of 60.4% have self-efficacy and as many as 1 respondent with a presentation of 2.1% have self- efficacy. Learning achievement in class II mathematics at MI PGM Cirebon City, it can be con...
Student and Teacher Factors as Determinants of Secondary School Students' Mathematics Self-Efficacy
Educational Thought, Journal of Institute of Education, Adekunle Ajasin University, Akungba-Akoko, Ondo State, 2020
This study examined the influence of student and teacher factors on secondary school students' Mathematics Self-Efficacy (MSE). Descriptive research design of survey type was used for the study. The population comprised junior and senior secondary school students in Lagos Island local government. The sample consisted of 233 (125 male and 98 female) junior and senior secondary school students A researchers-made student and perceived teacher factor questionnaire A researchers-made perceived student and teacher factor questionnaire along with an adapted self-efficacy scale were used as instruments for data collection. Four hypotheses were generated to guide the study. The analysis of data was done using percentage, mean, standard deviation, independent t-test, Pearson product moment correlation, and regression. Findings revealed that there is no significant difference in the MSE of junior and senior secondary school students. All the student and teacher factors examined were positively and significantly associated with students' MSE except for class level which lacked statistical significance although positively correlated with MSE. Regression analysis revealed a significant joint contribution of the variables on MSE accounting for 14.3% of variations observed in students' MSE. Recommendations included that formal and informal peer learning amongst students should be intensified through the application of cooperative learning variants and encouragement of collaborative study with peers who are positively disposed to mathematics.
The Relationship between Self-efficacy and Achievement In Mathematics among Secondary Students
International Seminar on Education for all - Issues, Challenges and Perspectives, 2017
Study of Mathematics at secondary level is the foundation stage of Higher Education. Every secondary school students should study mathematics as a compulsory subject so that he/she gains a basic quantum of Mathematical knowledge as a part of general education. In our society there exists a general belief that mathematics is a subject for boys. Even today a very few people encourage girl students to opt for this subject. In the present study data have been collected from secondary students through questionnaire and their self efficacy have been compared. The objective of the present study is to determine the relationship between Self-efficacy in mathematics and Achievement in Mathematics in M.P. The sample consisted of 428 students, both boys and girls of just passed out Class X, selected from 12 schools from the district South 24 Paraganas of West Bengal. The tools used were " Mathematics Self Efficacy Questionnaire " adapted from Mathematics Self Efficacy and Anxiety Questionnaire (MSEAQ), (May, 2009). The results show that the self efficacy differs among students with different Streams and gender. In particular, the higher score in mathematics in M.P students, the better is their self efficacy. Thus, self efficacy in mathematics may be regarded as a factor in the acquisition of mathematical skill.
The Relationship between Mathematics Self-Efficacy and Mathematics Achievement
Students—Widad Othman, Rio Samarni and Lee …
This study examined the relationship between Mathematics Self-Efficacy and achievement in Mathematics. Three hundred and fifty-two (352) Senior Secondary 2 students in Oyo State were used for the study. Three hypotheses were used. The results show no significant difference between male and female achievement in Mathematics. Also, no significant difference was also obtained between male and female Mathematics Self-Efficacy and Mathematics achievement. The paper recommend that teacher should find ways of enhancing Mathematics Self-Efficacy in student and should place emphasis on student's confidence to succeed in Mathematics achievement.
2018
This study examined the relationship between Teachers' mathematics teaching self-efficacy, Use of mathematics instructional materials and Students' achievement in secondary school mathematics. Descriptive survey of the correlation type was adopted for this study. Simple random sampling technique was used to select three Educational Districts out of the six Educational Districts in Lagos State, while stratified random sampling technique was used to select 40 schools from each of the selected Educational Districts. Six SSII students and their mathematics teacher were selected from each of the 40 schools, making a total of 120 teachers and 720 students who were used as the participants of this study. The three valid and reliable instruments used to collect data were the; Mathematics teaching Self-efficacy Scale (MTSES), Questionnaire on utilization of mathematics instructional materials (QUMIM) and Mathematics achievement test (MAT). Their test retest reliability values were 0.82, 0.87 and 0.84 respectively using Kuder-Richardson (KR-20)'s formula. The result of the Pearson correlation and Multiple regression analyses show that: There is a significant positive relationship between the teachers' mathematics teaching self-efficacy and utilization of mathematics instructional materials; there is a significant positive relationship between the teachers' utilization of mathematics instructional materials and students' achievement in mathematics; there is a significant relationship between teachers' mathematics teaching self-efficacy and students' achievement in mathematics; the two predictor variables jointly accounted for 45.2% variations in students' academic achievement in mathematics. It is recommended that, Government and school heads should make mathematics instructional materials available in secondary schools; Self-efficacy enhancement programme should be organized for the mathematics teachers to enable them develop self confidence in their ability to effectively impact knowledge in their students.
Abstract The need for persons highly knowledgeable in mathematics and mathematics related subject is on the increase. Students’ performance in mathematics is a function of many variables; in this study the researchers investigated student attitude towards mathematics and their level of sense of self – efficacy as factors that affect achievement in mathematics. Survey research design was adopted; samples of two hundred and fifty (250) students were randomly selected from the population. The instrument for data collection was a questionnaire - four points forced choice likert’s-type-having a reliability coefficient of 0.762.The researchers discovered that students have positive attitude towards mathematics and a strong sense of self –efficacy in mathematics, and that there is no significant difference between the gender in their attitude and sense of self – efficacy in mathematics. The researchers recommend that, this study be replicated in other parts of the nation, and also other variables that may be responsible for students’ poor performance in mathematics in Nigeria. . Keywords: Attitude towards mathematics, sense of self-efficacy in mathematics, academic achievement.
The relationship between mathematics self-efficacy and achievement in mathematics
This study examined the relationship between Mathematics Self-Efficacy and achievement in Mathematics. Three hundred and fifty-two (352) Senior Secondary 2 students in Oyo State were used for the study. Three hypotheses were used. The results show no significant difference between male and female achievement in Mathematics. Also, no significant difference was also obtained between male and female Mathematics Self-Efficacy and Mathematics achievement. The paper recommend that teacher should find ways of enhancing Mathematics Self-Efficacy in student and should place emphasis on student's confidence to succeed in Mathematics achievement.
Student’s Self-Efficacy Based on Mathematics Achievement and School Accreditation
Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019), 2020
Character education in the formal school can be implemented by developing the important skills of students, including their self-efficacy. The present study aimed to examine the impact of learning achievement and schools' accreditation toward the students' self-efficacy, especially the students in junior high school level. The population was all junior high school students in West Lombok Regency, Indonesia. Samples were taken from five schools in Lombok Barat Regency, with total 129 students. The schools were varied to cover A, B and C accredited schools. The data were gathered through self-efficacy questionnaire. The collected data were analyzed qualitatively using Two-Way ANOVA. From the analysis, it can be concluded that: (1) there was an interaction effect of mathematics' achievement and school's accreditation on students' self-efficacy, (2) the schools' accreditation did not influence students' self-efficacy and (3) mathematics' achievement influenced students' self-efficacy. In this case, the students with higher mathematics achievements were having better self-efficacy compared to those with lower achievement. The result if this study can be used as a reference for making a framework for process and content in learning mathematics.