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

John Egrinya Afufu; Emmanuel Acha Onigah

doi:doi:10.11648/j.edu.20241305.17

Research Article |

| Peer-Reviewed

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

John Egrinya Afufu^*

, Emmanuel Acha Onigah

Published in Education Journal (Volume 13, Issue 5)

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

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

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

[1]	Ayodele, S. O. (2011). The influence of self-concept and gender on adolescents’ mathematics achievement. International Journal of Psychology and Counselling, 3(10), 205-209.
[2]	Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
[3]	Byrnes, J. P. (2003). Cognitive development and learning in instructional contexts. Allyn & Bacon.
[4]	Cherry, K. (2023). Self-concept: What is self-concept? Verywell Mind. Retrieved from https://www.verywellmind.com/what-is-self-concept-2795865
[5]	Eccles, J. S. (2005). Studying the development of learning and task motivation. Learning and Instruction, 15(2), 161-171.
[6]	Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
[7]	Eccles, J. S., & Wigfield, A. (2010). Schooling influences on motivation and achievement. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 95-109). Routledge.
[8]	Ejakpovi, E. & Uveruveh, A. (2014). Mathematics and its applications in modern technology. Journal of Mathematical Sciences, 29(2), 211-225.
[9]	Freund, P. A., & Kasten, N. (2012). How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability. Psychological Bulletin, 138(2), 296-321.
[10]	Gest, S. D., Rulison, K. L., Davidson, A. J., & Welsh, J. A. (2008). A reputation for success (or failure): The association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades. Developmental Psychology, 44(3), 625-636.
[11]	Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6), 644-653.
[12]	Hansford, B. C., & Hattie, J. A. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52(1), 123-142.
[13]	Hery, C. (2021). Understanding self-concept: Its implications for education. Educational Psychology Review, 33(1), 1-17.
[14]	Jerome, E. M., Knute, L., & Regis, A. (2015). Gender differences in mathematics self-concept among high school students. Journal of Educational Psychology, 107(1), 153-163.
[15]	Manger, T., & Eikeland, O. (2018). Gender differences in mathematics self-concept among high school students. Educational Studies in Mathematics, 97(2), 243-256.
[16]	Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133-163.
[17]	Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59-77.
[18]	Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397-416.
[19]	Mullis, I. V. S., Martin, M. O., & Foy, P. (2018). TIMSS 2015 International Results in Mathematics. Retrieved from http://timss2015.org/timss-2015/mathematics/student-achievement/
[20]	Myers, D. G. (2009). Psychology (9th ed.). Worth Publishers.
[21]	Okpala, P. (2020). NECO results: Nigeria education sector in dire straits. Daily Times. Retrieved from https://dailytimes.ng/neco-results-nigeria-education-sector-dire-straits/
[22]	Okpara, C. (2020). Examination malpractices: The bane of Nigeria's education system. Nigerian Tribune. Retrieved from https://tribuneonlineng.com/examination-malpractices-bane-nigerias-education-system/
[23]	Olawoyin, B. & Isuku, E. (2019). Factors affecting students’ performance in mathematics: Teachers’ perspectives. International Journal of Mathematics Education, 15(3), 247-260.
[24]	Olawoyin, B. (2024). Teaching effectiveness in mathematics: Challenges and prospects. Journal of Educational Research, 38(1), 93-107.
[25]	Onukwufor, J. (2012). The impact of academic self-concept on achievement in mathematics among secondary school students. Journal of Educational Psychology, 15(4), 377-388.
[26]	Pajares, F., & Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203.
[27]	Rubie-Davies, C. M. (2006). Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools, 43(5), 537-552.
[28]	Rubie-Davis, C. M., & Lee, K. (2013). Self-concept and motivation: The influence of gender and academic domain. Journal of Educational Psychology, 105(1), 122-134.
[29]	Salami, S. O. (2004). Affective characteristics as determinants of academic performance of school-going adolescents: Implications for counseling. Department of Guidance and Counseling, University of Ibadan.
[30]	Salami, S. O. (2004). Career counseling in Nigeria: Issues, problems, and prospects. Journal of Vocational Education & Training, 56(4), 583-592.
[31]	Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74(1), 3-17.
[32]	Singh, K., & Saklofske, D. H. (2014). The structure of the academic self-concept scale and its relation to academic achievement. Canadian Journal of School Psychology, 29(3), 248-266.
[33]	Skaalvik, E. M., & Skaalvik, S. (2004). Self-concept and self-efficacy in mathematics: Relation with mathematics motivation and achievement. Journal of Educational Research, 97(5), 223-232.
[34]	Trautwein, U., Ludtke, O., Marsh, H. W., & Nagy, G. (2009). Within-school social comparison: How students' perception of their classmate's academic achievement affects their academic self-concept. Journal of Educational Psychology, 101(4), 853-866.
[35]	Trotman, D. & Ossa, P. (2023). Academic self-concept: Theory, research, and implications for practice. Educational Review, 75(2), 235-252.
[36]	Unodiaku, S. S. (2013). Mathematics as the backbone of science and technology. Journal of Science Education, 32(1), 45-57.
[37]	Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111-133.
[38]	WAEC Chief Examiners’ Reports. (2019–2021). Performance of candidates in the West African Senior School Certificate Examination (WASSCE). West African Examinations Council.
[39]	Watt, H. M. G. (2004). Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th-through 11th-grade Australian students. Child Development, 75(5), 1556-1574.
[40]	Wilson, A. E., Buehler, R., Lawford, H., Schmidt, C., & Yong, A. G. (2012). Basking in projected glory: The role of subjective temporal distance in future self-appraisal. European Journal of Social Psychology, 42(3), 342-353.

Cite This Article

Plain Text BibTeX RIS

APA Style

Afufu, J. E., Onigah, E. A. (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

Copy | Download

ACS Style

Afufu, J. E.; Onigah, E. A. 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

Copy | Download

AMA Style

Afufu JE, Onigah EA. 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

Copy | Download

@article{10.11648/j.edu.20241305.17,
  author = {John Egrinya Afufu and Emmanuel Acha Onigah},
  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
AU  - Emmanuel Acha Onigah
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  -

Copy | Download

Author Information

John Egrinya Afufu

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

Contact Email

http://orcid.org/0009-0003-4721-9149
Emmanuel Acha Onigah

Ulster School of Business, Ulster University, Birmingham, United Kingdom

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Afufu, J. E., Onigah, E. A. (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

Copy | Download

ACS Style

Afufu, J. E.; Onigah, E. A. 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

Copy | Download

AMA Style

Afufu JE, Onigah EA. 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

Copy | Download

@article{10.11648/j.edu.20241305.17,
  author = {John Egrinya Afufu and Emmanuel Acha Onigah},
  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
AU  - Emmanuel Acha Onigah
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  -

Copy | Download