Correlates of senior secondary school students’ mathematics achievement
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Date
2019
Authors
Awofala, A. O. A.
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Abstract
This study examined mathematics self-efficacy, mathematics self-concept, mathematics anxiety, intrinsic motivation in
mathematics, and extrinsic motivation in mathematics as correlates of mathematics achievement among 2500 senior
secondary school year two students from 20 co-educational public schools in Lagos State of Nigeria using the quantitative
research method within the blueprint of the descriptive survey design of an ex-post facto type. Data collected were
analysed using the descriptive statistics of mean, and standard deviation and inferential statistics of Pearson product
moment correlation and multiple regression analysis. Findings revealed that the five independent variables (mathematics
self-efficacy, mathematics self-concept, mathematics anxiety, intrinsic motivation in mathematics, and extrinsic
motivation in mathematics) jointly contributed a coefficient of multiple regression of .846 and a multiple correlation
square of .715 to the prediction of senior secondary school students’ achievement in mathematics. By implication, 71.5%
of the total variance of the dependent variable (mathematics achievement) was accounted for by the combination of the
five independent variables. Based on this study, it was thus, suggested that appropriate intervention strategies that could
improve students’ mathematics self-efficacy, mathematics self-concept, mathematics achievement, and motivation to
learn mathematics but lessen their mathematics anxiety should be implemented in Nigerian senior secondary schools.
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Keywords
Mathematics achievement; mathematics anxiety; mathematics selfconcept; mathematics self-efficacy; motivation to learn mathematics