Psychosocial Factors as Determinants of Students’ Achievement in Senior Secondary School Mathematics

Topics: Motivation, Locus of control, Self-efficacy Pages: 35 (12073 words) Published: March 22, 2011
PSYCHOSOCIAL FACTORS AS DETERMINANTS OF STUDENTS’ ACHIEVEMENT IN SENIOR SECONDARY SCHOOL MATHEMATICS

BY

Adekoya Emmanuel Olusegun

Abstract
This study investigated the influence of psychosocial factors on the achievement secondary school students in mathematics. The variables that were addressed include test anxiety, locus of control, self concept, motivation, study habit and peer influence. The population for the study included all Senior Secondary School 2 (SSS 2) students in Ogun State. Two hundred (200) SS 2 students were randomly selected from four administrative zones in Ogun State. Seven instruments namely: Test Anxiety Questionnaire (TAQ), Self Concept Questionnaire (SCQ), Motivation for Achievement Questionnaire (MAQ), Peer Influence Questionnaire (PIQ), Locus of Control Questionnaire (LCQ) Study Habits Inventory (SHI) and Mathematics Achievement Test (MAT) were administered on 200 respondents and their responses were subjected to descriptive and analytic tests using multiple regression analysis, Pearson Product Moment Correlation (PPMC) and t-test statistical tools at 0.05 levels of significance. It was found that psychosocial factors significantly influence the students’ achievement in mathematics. All the psychosocial factors taken together account for 35.1% of the total variance in student achievement in mathematics (R-square = 0.351, p < 0.05 F-test = 17.8 p = 0.000). Since a relationship has been found to exist between psychosocial factors and student achievement in mathematics, recommendations were made to parents; teachers and policy makers to engage students in activities that will help build their self esteem, locus of control and motivate them to greater achievements in mathematics. Key Words: (1) Psychosocial factors (2) Determinants (3) Achievements (4) Secondary School Students (5) Mathematics.

Table of Content
Abstractiv
Table of Contentv
CHAPTER ONE INTRODUCTION1
1.1 Background to the Study1
1.2 Statement of the Problem7
1.3 Research Questions7
1.4 Purpose of the Study8
1.5 Significance of the Study8
1.6 Scope of the Study9
1.7 Definition of Terms9
CHAPTER TWO11
REVIEW OF RELATED LITERATURE11
2.1 Introduction11
2.2Theoretical Review11
2.2.1 Self-concept and Human Learning11
2.2.2 The Achievement theory of Motivation15
2.2.3 Study Habit and Performance in Mathematics17
2.2.4 Locus of control18
2.2.5 Piaget Numerical Ability Theory20
2.3 Empirical Review21
2.3.1 Academic Achievement21
2.3.2 Students’ study Habit and Achievement in Mathematics22
2.3.3 Academic Motivation24
2.3.4 Peer Influence and Students’ Academic Achievement26
2.3.5 Locus of Control and Students’ Academic Achievement29
2.3.6 Effect of Students’ Numerical Ability on Students Academic Achievement31
CHAPTER THREE33
METHODOLOGY33
3.0 Introduction33
3.1 Research Design33
3.2 Target Population33
3.3 Sample and Sampling Procedure33
3.4 Instruments34
3.4.1 Test Anxiety Questionnaire (TAQ)34
3.4.2 Self-Concept Questionnaire (SCQ)35
3.4.3 Motivation for Achievement Questionnaire (MAQ)36
3.4.4 Study Habit Inventory (SHI)36
3.4.5 Peer Influence Questionnaire (PIQ)37
3.4.6 Locus of Control Questionnaire (LCQ)38
3.4.7 Mathematics Achievement Test (MAT)39
3.5 Data Collection Procedure40
3.6 Data Analysis41
CHAPTER FOUR42
RESULTS AND INTERPRETATION42
4.1 Introduction42
4.2 Results42
4.3 Summary47
CHAPTER FIVE49
SUMMARY, CONCLUSION AND RECOMMENDATIONS49
5.1 Introduction:49
5.2Summary of Research Findings49
5.3Conclusion51
5.4Recommendations51
References53

CHAPTER ONE INTRODUCTION 1.1 Background to...


References: 1.1 Background to the Study
Many empirical researches in Nigeria and abroad have focused on the problem of students’ underachievement in mathematics, especially at the senior secondary school level (Ribadu, 2004; Okpala, 2001)
History of self-concept
Okoye (2000) narrated that a milestone in human reflection about the non-physical inner self came in 1644, when Ren Descartes wrote principles of Philosophy
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