Abstract
The study investigated the relationship between self-concept and performance in Mathematics as well as the influence of gender on self-concept and performance in Mathematics. 320 SS1 students (male=160, female=160) were used for the study. They were selected from 16 secondary schools (urban=8, rural=8) in eight local government areas of Ekiti State. Random sampling was used to select the local government areas, while stratified random sampling technique was used to select the schools and the participants. Data were collected using a 20-item self-concept questionnaire and a 30-item multiple-choice Mathematics Achievement Test with reliability coefficients of 0.74 and 0.83 respectively, and analysed using Pearson product moment correlation and t-test statistics, tested at 0.05 level of significance. The results showed that self-concept moderately correlated with performance in Mathematics, while gender had no significant influence on self-concept and performance in Mathematics. However, the mean scores of male and female students in Mathematics were below average. It was suggested that teachers should develop in their students positive self-concept towards Mathematics and pleasant teaching experiences to enhance higher self-concept and better performance in mathematics.
Highlights
The literature on psychological assessment is flooded with studies on self-concept and its related constructs designated as self-esteem, self-efficacy, self-image and others (e.g., Banyard & Grayson, 2000; Anastasi & Urbina, 2007; Bowling, 2009)
Several studies have examined the relationship between self-concept and academic achievement or performance. Most of these studies support the belief that self-concept is a strong facilitator of academic achievement and that a positive or negative change in self-concept tends to produce a commensurate change in academic achievement or performance (Yara, 2010; Valentine, Dubois & Cooper, 2004; Hamachek, 1995)
Since rcal>rtab, it implies that significant relationship existed between self-concept and performance in Mathematics
Summary
The literature on psychological assessment is flooded with studies on self-concept and its related constructs designated as self-esteem, self-efficacy, self-image and others (e.g., Banyard & Grayson, 2000; Anastasi & Urbina, 2007; Bowling, 2009). Several studies have examined the relationship between self-concept and academic achievement or performance. The 95 percent confidence interval spanned 0, indicating a positive relationship In another large scale study of 4,500 college students, Pascarella, Terenzine & Wolfe (1986) concluded that pre-college academic self-concept generally has a unique, positive and direct influence on collegiate academic achievement even when other factors such as high school achievement and degree aspiration were taken into consideration. Wheat, Turnell & Monday (1991) found that students’ self-concept in Mathematics significantly relates to high grades in a college algebra course. House (1993) found that academically under-prepared students with higher academic self-concept obtained higher grades in college course after controlling for the effects of prior academic achievement
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