Effects of school type and gender on student’s self-concept and mathematics achievement

Abstract

The attention of mathematics educators has been focused on the role self-concept plays in students’ achievement for some time now. A great number of studies shows evidence of a relationship between self-concept and mathematics achievement. Some other studies considered gender differences in self-concept and mathematics achievement. This study was designed to extend the discussions on self-concept and mathematics achievement to include the interaction effect of school type and gender on self-concept and mathematics achievement. The study involved 119 students selected from three different types of school within a district. The schools were selected using stratified random sampling whiles the students were conveniently sampled. A self-concept questionnaire and mathematics achievement test were the two instruments used to gather data for the study. The instruments had reliabilities of 0.72 and 0.68 respectively. The result of the study revealed that both gender and school type have a significant effect on students’ self-concept and mathematics achievement, however, the effect of school type was found to be greater than that of gender. The study found no significant interaction effect of school type and gender on self-concept and mathematics achievement. The findings of the study were discussed in relation to previous findings. It was recommended that the characteristics of the schools need to be studied in order to determine the school variables that impact mathematics self-concept and achievement.