Effect of Implicit Theories of Intelligencee on Students’ Achievement in the Subject of Mathematics at Elementary School Level

Abstract

A person’s mindset, or Implicit Theory of Intelligence (ITI), has been linked to many factors such as motivation to learn and academic achievement. This study set intended to determine how ITI affected children' academic performance in mathematics at the elementary school level. Under the typology of positivism quantitative approach was used. The study was carried through quasi experimental design. Two intact groups of grade eight students of public sector school were selected randomly. Lesson plans based on ITI were validated by the experts. The intervention period was of six weeks. Math Achievement Test (MAT) was used to find out the effect of ITI on academic achievement of students in mathematics at elementary school level. The findings indicated that ITI significantly impacted pupils' motivation and academic success in mathematics. The study recommended that the ITI activities may be used by the teachers for the elementary school students’ math achievement.