psychosocial factors on the achievement secondary school students in mathematics

Jul 8th, 2015
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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). The National Policy on Education (FGN 2004) emphasizes the teaching of mathematics to pave way for scientific and technological development of the nation.

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Psychosocial Factors as Determinants of Students Achievement in Senior Secondary School Mathematicsby kingsege74 PSYCHOSOCIAL FACTORS AS DETERMINANTS OF STUDENTS ACHIEVEMENT IN SENIOR SECONDARY SCHOOL MATHEMATICSBYAdekoya Emmanuel OlusegunAbstractThis 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 <

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