Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State

John Egrinya Afufu

doi:doi:10.11648/j.edu.20241305.17

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Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State

John Egrinya Afufu^*

Published in Education Journal (Volume 13, Issue 5)

Received: 2 August 2024 Accepted: 28 August 2024 Published: 18 October 2024

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Abstract

The study looked into the relationship between senior secondary two (SS2) students' academic self-concept and their mathematics achievement in Bekwarra Local Government Area of Cross River State. This study was directed by three research questions and three matching null hypotheses. A sample of 318 senior secondary two (SS2) students offering Mathematics which comprised two hundred (200) female and one hundred and eighteen (118) male SS 2 students drawn from six (6) secondary schools from a population of 1544 SS2 students offering Mathematics in Bekwarra Local Government Area, Cross River State using Taro Yamane's sample size formula and A simple random selection method was employed, namely by balloting. Two instruments were used for data collection titled; Academic Self-Concept Scale (ASCS) and Mathematics Achievement Test (MAT) used for data collection. Cronbach Alpha (∝) method was used to determine the internal consistency of the Academic Self-Concept Scale (ASCS). The reliability coefficient of the Academic Self-Concept Scale (ASCS) was 0.81. Kuder-Richardson 20 formula method was used to determine the reliability coefficients for the Mathematics Achievement Test (MAT). The reliability coefficients obtained was 0.91 for BAT. The research questions and all null hypotheses were answered and tested using simple linear regression at 0.05 level of significant. Results of the study revealed that: % variation in academic achievement of male students in mathematics was due to their self-concept, and that the academic achievement of male students in mathematics is not significantly correlated with their self-concept. On the other hand, 17% variation in the academic achievement of female students in mathematics was due to their self-concept, and the academic achievement of female students in mathematics is significantly correlated with their self-concept. Finally, students’ self-concept accounted for 23% variation in their academic achievement in Mathematics, and that students’ self-concept significantly relate with their academic Achievement in Mathematics in Bekwarra Local Government Area. The researcher recommended among other things, that parents should help their children have a positive self-concept in mathematics from an early age.

Published in	Education Journal (Volume 13, Issue 5)
DOI	10.11648/j.edu.20241305.17
Page(s)	302-310
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Self-concept, Academic Self-concept, Academic Achievement

References

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Afufu, J. E. (2024). Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State. Education Journal, 13(5), 302-310. https://doi.org/10.11648/j.edu.20241305.17

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Afufu, J. E. Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State. Educ. J. 2024, 13(5), 302-310. doi: 10.11648/j.edu.20241305.17

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AMA Style

Afufu JE. Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State. Educ J. 2024;13(5):302-310. doi: 10.11648/j.edu.20241305.17

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@article{10.11648/j.edu.20241305.17,
  author = {John Egrinya Afufu},
  title = {Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State
},
  journal = {Education Journal},
  volume = {13},
  number = {5},
  pages = {302-310},
  doi = {10.11648/j.edu.20241305.17},
  url = {https://doi.org/10.11648/j.edu.20241305.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241305.17},
  abstract = {The study looked into the relationship between senior secondary two (SS2) students' academic self-concept and their mathematics achievement in Bekwarra Local Government Area of Cross River State. This study was directed by three research questions and three matching null hypotheses. A sample of 318 senior secondary two (SS2) students offering Mathematics which comprised two hundred (200) female and one hundred and eighteen (118) male SS 2 students drawn from six (6) secondary schools from a population of 1544 SS2 students offering Mathematics in Bekwarra Local Government Area, Cross River State using Taro Yamane's sample size formula and A simple random selection method was employed, namely by balloting. Two instruments were used for data collection titled; Academic Self-Concept Scale (ASCS) and Mathematics Achievement Test (MAT) used for data collection. Cronbach Alpha (∝) method was used to determine the internal consistency of the Academic Self-Concept Scale (ASCS). The reliability coefficient of the Academic Self-Concept Scale (ASCS) was 0.81. Kuder-Richardson 20 formula method was used to determine the reliability coefficients for the Mathematics Achievement Test (MAT). The reliability coefficients obtained was 0.91 for BAT. The research questions and all null hypotheses were answered and tested using simple linear regression at 0.05 level of significant. Results of the study revealed that: % variation in academic achievement of male students in mathematics was due to their self-concept, and that the academic achievement of male students in mathematics is not significantly correlated with their self-concept. On the other hand, 17% variation in the academic achievement of female students in mathematics was due to their self-concept, and the academic achievement of female students in mathematics is significantly correlated with their self-concept. Finally, students’ self-concept accounted for 23% variation in their academic achievement in Mathematics, and that students’ self-concept significantly relate with their academic Achievement in Mathematics in Bekwarra Local Government Area. The researcher recommended among other things, that parents should help their children have a positive self-concept in mathematics from an early age.
},
 year = {2024}
}

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TY  - JOUR
T1  - Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State

AU  - John Egrinya Afufu
Y1  - 2024/10/18
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241305.17
DO  - 10.11648/j.edu.20241305.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 302
EP  - 310
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241305.17
AB  - The study looked into the relationship between senior secondary two (SS2) students' academic self-concept and their mathematics achievement in Bekwarra Local Government Area of Cross River State. This study was directed by three research questions and three matching null hypotheses. A sample of 318 senior secondary two (SS2) students offering Mathematics which comprised two hundred (200) female and one hundred and eighteen (118) male SS 2 students drawn from six (6) secondary schools from a population of 1544 SS2 students offering Mathematics in Bekwarra Local Government Area, Cross River State using Taro Yamane's sample size formula and A simple random selection method was employed, namely by balloting. Two instruments were used for data collection titled; Academic Self-Concept Scale (ASCS) and Mathematics Achievement Test (MAT) used for data collection. Cronbach Alpha (∝) method was used to determine the internal consistency of the Academic Self-Concept Scale (ASCS). The reliability coefficient of the Academic Self-Concept Scale (ASCS) was 0.81. Kuder-Richardson 20 formula method was used to determine the reliability coefficients for the Mathematics Achievement Test (MAT). The reliability coefficients obtained was 0.91 for BAT. The research questions and all null hypotheses were answered and tested using simple linear regression at 0.05 level of significant. Results of the study revealed that: % variation in academic achievement of male students in mathematics was due to their self-concept, and that the academic achievement of male students in mathematics is not significantly correlated with their self-concept. On the other hand, 17% variation in the academic achievement of female students in mathematics was due to their self-concept, and the academic achievement of female students in mathematics is significantly correlated with their self-concept. Finally, students’ self-concept accounted for 23% variation in their academic achievement in Mathematics, and that students’ self-concept significantly relate with their academic Achievement in Mathematics in Bekwarra Local Government Area. The researcher recommended among other things, that parents should help their children have a positive self-concept in mathematics from an early age.

VL  - 13
IS  - 5
ER  -

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John Egrinya Afufu

Department of Curriculum and Instructional Technology, University of Cross River State (UNICROSS), Calabar, Nigeria

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http://orcid.org/0009-0003-4721-9149

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Afufu, J. E. (2024). Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State. Education Journal, 13(5), 302-310. https://doi.org/10.11648/j.edu.20241305.17

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ACS Style

Afufu, J. E. Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State. Educ. J. 2024, 13(5), 302-310. doi: 10.11648/j.edu.20241305.17

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AMA Style

Afufu JE. Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State. Educ J. 2024;13(5):302-310. doi: 10.11648/j.edu.20241305.17

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@article{10.11648/j.edu.20241305.17,
  author = {John Egrinya Afufu},
  title = {Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State
},
  journal = {Education Journal},
  volume = {13},
  number = {5},
  pages = {302-310},
  doi = {10.11648/j.edu.20241305.17},
  url = {https://doi.org/10.11648/j.edu.20241305.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241305.17},
  abstract = {The study looked into the relationship between senior secondary two (SS2) students' academic self-concept and their mathematics achievement in Bekwarra Local Government Area of Cross River State. This study was directed by three research questions and three matching null hypotheses. A sample of 318 senior secondary two (SS2) students offering Mathematics which comprised two hundred (200) female and one hundred and eighteen (118) male SS 2 students drawn from six (6) secondary schools from a population of 1544 SS2 students offering Mathematics in Bekwarra Local Government Area, Cross River State using Taro Yamane's sample size formula and A simple random selection method was employed, namely by balloting. Two instruments were used for data collection titled; Academic Self-Concept Scale (ASCS) and Mathematics Achievement Test (MAT) used for data collection. Cronbach Alpha (∝) method was used to determine the internal consistency of the Academic Self-Concept Scale (ASCS). The reliability coefficient of the Academic Self-Concept Scale (ASCS) was 0.81. Kuder-Richardson 20 formula method was used to determine the reliability coefficients for the Mathematics Achievement Test (MAT). The reliability coefficients obtained was 0.91 for BAT. The research questions and all null hypotheses were answered and tested using simple linear regression at 0.05 level of significant. Results of the study revealed that: % variation in academic achievement of male students in mathematics was due to their self-concept, and that the academic achievement of male students in mathematics is not significantly correlated with their self-concept. On the other hand, 17% variation in the academic achievement of female students in mathematics was due to their self-concept, and the academic achievement of female students in mathematics is significantly correlated with their self-concept. Finally, students’ self-concept accounted for 23% variation in their academic achievement in Mathematics, and that students’ self-concept significantly relate with their academic Achievement in Mathematics in Bekwarra Local Government Area. The researcher recommended among other things, that parents should help their children have a positive self-concept in mathematics from an early age.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State

AU  - John Egrinya Afufu
Y1  - 2024/10/18
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241305.17
DO  - 10.11648/j.edu.20241305.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 302
EP  - 310
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241305.17
AB  - The study looked into the relationship between senior secondary two (SS2) students' academic self-concept and their mathematics achievement in Bekwarra Local Government Area of Cross River State. This study was directed by three research questions and three matching null hypotheses. A sample of 318 senior secondary two (SS2) students offering Mathematics which comprised two hundred (200) female and one hundred and eighteen (118) male SS 2 students drawn from six (6) secondary schools from a population of 1544 SS2 students offering Mathematics in Bekwarra Local Government Area, Cross River State using Taro Yamane's sample size formula and A simple random selection method was employed, namely by balloting. Two instruments were used for data collection titled; Academic Self-Concept Scale (ASCS) and Mathematics Achievement Test (MAT) used for data collection. Cronbach Alpha (∝) method was used to determine the internal consistency of the Academic Self-Concept Scale (ASCS). The reliability coefficient of the Academic Self-Concept Scale (ASCS) was 0.81. Kuder-Richardson 20 formula method was used to determine the reliability coefficients for the Mathematics Achievement Test (MAT). The reliability coefficients obtained was 0.91 for BAT. The research questions and all null hypotheses were answered and tested using simple linear regression at 0.05 level of significant. Results of the study revealed that: % variation in academic achievement of male students in mathematics was due to their self-concept, and that the academic achievement of male students in mathematics is not significantly correlated with their self-concept. On the other hand, 17% variation in the academic achievement of female students in mathematics was due to their self-concept, and the academic achievement of female students in mathematics is significantly correlated with their self-concept. Finally, students’ self-concept accounted for 23% variation in their academic achievement in Mathematics, and that students’ self-concept significantly relate with their academic Achievement in Mathematics in Bekwarra Local Government Area. The researcher recommended among other things, that parents should help their children have a positive self-concept in mathematics from an early age.

VL  - 13
IS  - 5
ER  -

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