Locus Of Control As Correlates Of Mathematics Achievement Among Senior Secondary School High Ability Students In Calabar Metropolis Of Cross River State, Nigeria

Abstract

This study adopted correlational survey design to established the relationship between the locus of control and Mathematics academic achievement of senior secondary school high ability students in Calabar Metropolis of Cross River State, Nigeria. Two research questions were posed which were translated into two null hypotheses. Multiple sampling approaches including stratified, and purposive sampling approaches, teacher nomination check list, school record were used to select a sample of 100 students for the study. Two instruments titled “Locus of Control questionnaire (LCQ) and Mathematics Achievement Test (MAT) were developed by the researcher and validated by experts and used for data collection. Then reliability of the questionnaire using Cronbach Alpha reliability estimate ranges from .84 for internal locus of control to .86 for external locus of control while the reliability estimate of the high ability Students’ Mathematics achievement test was established through Kuder Richardson formula K-R20 which gives .85. This therefore imply that both internal and external locus of control influence Mathematics achievement of high ability students. The hypotheses were tested using Pearson Product Moment. Correlation Coefficient. All hypotheses were tested at -05 level of significance. The findings of the study revealed that internal locus of control and external locus of control individually relate to academic achievement in Mathematics of high ability students in Calabar Metropolis of Cross River State, Nigeria. It was therefore concluded that Mathematics achievement of high ability students depends on their internal and external locus control. Based on finding and conclusion of the study, it was recommended amongst others that educational institutions should integrate programs that promote an internal locus of control among high ability students. This should include training in goal-setting, self-reflection, and self-regulation strategies to help students recognize the impact of their efforts on their academic outcomes.