Self-Concept, Attitude And Peer-Influence As Determinants Of Mathematics Achievement Among Senior Secondary School Students In Owerri Education Zone, Imo State

EUNICE ORIAKU | 71 pages (23631 words) | Theses
Education/Mathematics | Co Authors: EZEKWE


This study investigated Self-Concept, Attitude and Peer-Influence as determinants of Mathematics achievement in Owerri Education Zone. Multiple prediction design was employed. The population of this study comprised of 17,637 Senior Secondary class two (SS2) students in Owerri Education Zone in Imo State. In this study, 391 participants were selected and a multi-stage random sampling technique was used to draw the participants. This sample size was based on Taro Yamane formula for determining sample size from a definite population. Four different instruments were used. (i) Self-Concept Questionnaire (SCQ) (ii) Peer-Influence Questionnaire (PIQ) (iii) Attitudinal Scale (AS) and (iv) Proforma. The Cronbach Alpha reliability techniques calculated yielded reliability coefficients of 0.87, 0.78 and 0.71 for SCQ, PIQ and AS respectively. The data collected were analyzed using Multiple Regression Analysis and Pearson Product-Moment Correlation Co-efficient with the aid of Statistical Package for Social Sciences (SPSS) version 20. The findings revealed that Self-Concept, Attitude and Peer-Influence related positively with Students’ Academic Achievement scores in Mathematics. Attitude significantly determines Students’ Academic Achievement scores in Mathematics. Self-Concept and Peer-Influence insignificantly determine Students’ Academic Achievement scores in Mathematics. Thus, Self-Concept and Peer-Influence determined poorly to the variance observed in Students’ Academic Achievement scores in Mathematics. However, Attitude is the best determinant variable to Students’ Academic Achievement scores in Mathematics, while Peer-Influence is the least determinant variable. More so, Self-Concept, Attitude and Peer-Influence jointly accounted for only about 1.7% of the variance observed in Mathematics achievement scores of students. It was recommended among others that students should develop positive Attitude towards mathematics, have a firm believe in themselves and adopt healthy Peer-relation so as to increase their Mathematics achievement.


Title Page                                                                                                                    i

Declaration                                                                                                                  ii

Certification                                                                                                                iii

Dedication                                                                                                                  iv

Acknowledgements                                                                                                    v

Table of Contents                                                                                                       vi

List of Tables                                                                                                              ix

List of Appendices                                                                                                     x

Abstract                                                                                                                      xi

CHAPTER 1: INTRODUCTION                                                                          1            

1.1       Background to the Study                                                                               1

1.2       Statement of the Problem                                                                               12

1.3       Purpose of the Study                                                                                      13

1.4       Research Questions                                                                                         14

1.5       Hypotheses                                                                                                     14

1.6       Significance of the Study                                                                               15

1.7       Scope of the Study                                                                                         17

CHAPTER 2: REVIEW OF RELATED LITERATURE                                              18

2.1       Conceptual Framework                                                                                   18

2.1.1    Mathematics and its usefulness                                                                      18

2.1.2    Self-concept                                                                                                    21

2.1.3    Attitude                                                                                                          22

2.1.4    Peer-influence                                                                                                 24

2.1.5    Concept of gender                                                                                          24

2.1.6    Academic achievement                                                                                   25


2.2       Theoretical Framework                                                                                   27

2.2.1    Social cognitive theory                                                                                   27

2.2.2    Attribution theory                                                                                           28

2.3       Empirical Framework                                                                                      30

2.4       Summary of Related Literature Review                                                         38

CHAPTER 3: METHODOLOGY                                                                          40

3.1       Research Design                                                                                             40

3.2       Area of the Study                                                                                           40

3.3       Population of the Study                                                                                  41

3.4       Sample and Sampling Techniques                                                                  42

3.5       Instrument for Data Collection                                                                       42

3.6       Validation of the Instruments                                                                         43

3.7       Reliability of the instruments                                                                          43

3.8       Method of Data Collection                                                                             43

3.9       Method of Data Analysis                                                                               45

CHAPTER 4: RESULTS AND DISCUSSION                                                    45

4.1       Results                                                                                                            45

4.2       Testing of Hypotheses                                                                                                49

4.3       Major Findings of the Study                                                                          53

4.4       Discussion of the Findings                                                                             54





5.1       Summary of the Study                                                                                    59

5.2       Conclusion                                                                                                      61

5.3       Recommendations                                                                                          61

5.4       Educational Implication of the Study                                                                        61

5.5       Limitations of the Study                                                                                 62

5.6       Suggestions for Further Study                                                                        64

REFERENCES                                                                                                        65

APPENDICES                                                                                                          70

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EUNICE, O (2023). Self-Concept, Attitude And Peer-Influence As Determinants Of Mathematics Achievement Among Senior Secondary School Students In Owerri Education Zone, Imo State. Retrieved Jul 16, 2024, from

MLA 8th

ORIAKU, EUNICE. "Self-Concept, Attitude And Peer-Influence As Determinants Of Mathematics Achievement Among Senior Secondary School Students In Owerri Education Zone, Imo State", 19 Jul. 2023, Accessed 16 Jul. 2024.


ORIAKU, EUNICE. "Self-Concept, Attitude And Peer-Influence As Determinants Of Mathematics Achievement Among Senior Secondary School Students In Owerri Education Zone, Imo State".,, 19 Jul. 2023. Web. 16 Jul. 2024. < >.


ORIAKU, EUNICE. "Self-Concept, Attitude And Peer-Influence As Determinants Of Mathematics Achievement Among Senior Secondary School Students In Owerri Education Zone, Imo State" (2023). Accessed 16 Jul. 2024.

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