Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics

Abstract

The study investigated the influence of psychological factors (school environment, teachers’ attributes, parental factors, and students’ disposition) on students’ academic performance in Mathematics. The research design adopted for the study is the descriptive research of survey type and expo facto design. The sample for the study consisted of 150 participants randomly selected using a stratified random sampling technique. The findings revealed that the school environment has no significant influence on students' performance in Mathematics. The study showed that parental factors have a significant influence on students' performance in Mathematics. Also, students’ disposition has a significant influence on their performance in Mathematics. The result of this study therefore would be of great help to governments, teachers, students, professional policymakers, and parents in providing a solid springboard to launch a new template to finding a lasting solution to the perennial low-performance issues in Mathematics at the Senior Secondary Schools.