ATTITUDE, SELF CONCEPT AND LOCUS AS CORRELATES OF SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN MATHEMATICS

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ATTITUDE, SELF CONCEPT AND LOCUS AS CORRELATES OF SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN MATHEMATICS

Abstract:

This study investigates the relationship between attitude, self-concept, locus of control, and academic achievement in mathematics among secondary school students. Recognizing the significance of these psychological factors in shaping students’ academic performance, the study employs a correlational research design to explore their interplay. Data is collected using standardized instruments to measure students’ attitudes towards mathematics, self-concept, locus of control, and academic achievement. The sample consists of secondary school students from diverse backgrounds, ensuring a representative sample. Statistical analyses, including correlation and regression, are conducted to examine the associations between attitude, self-concept, locus of control, and mathematics achievement. Findings reveal significant correlations between these variables, suggesting that positive attitudes towards mathematics, high self-concept, and internal locus of control are associated with better academic performance in mathematics. The study underscores the importance of addressing psychological factors in educational interventions aimed at improving students’ mathematical achievement. Recommendations for educational practitioners and policymakers are provided based on the study’s findings, highlighting the need for fostering positive attitudes, enhancing self-concept, and promoting internal locus of control among students to facilitate their success in mathematics education. Overall, this research contributes to the understanding of the psychological determinants of academic achievement and informs strategies for promoting student success in mathematics.

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