Relationship Among Mathematics Teachers’ Self-efficacy Belief, Mathematics Students’ Task Persistence and Achievement in Nsukka Education Zone of Enugu State

Description

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Abstract

This study was carried out to investigate relationship among mathematics teachers’ self-efficacy beliefs, mathematics students’ task persistence and achievement of secondary schools in Nsukka Education Zone of Enugu State.  Three research questions and three null hypotheses guided the study. The study adopted correlational research design.

The population for the study was 5537 which comprises of 5478 SS2 students and 59 mathematics teachers. The instrument s for data collection was mathematics teachers’ self-efficacy belief scale (MTSEBS) by Schwarzer and Jerusalem of (1995), Students Mathematics Task Persistence (SMTP) and Continuous Assessment Record (CAR).

The data generated from trial testing were analyzed using Cronbach Alpha statistics an overall reliability index of 0.802 was obtained. Pearson’s Product Moment Correlation statistics was used to answer the research questions while multiple regression was used to test the hypothesis at 0.05 probability level.

The findings of the study revealed that, there was a significant relationship between mathematics teachers’ self-efficacy beliefs and students’ mathematics achievement. The findings also showed that, there was a significant relationship between students’ task persistence and students’ mathematics achievement.

Introduction

In the contemporary Nigeria society, greater emphasis has been placed on industrial and technological development. As a result, students are encouraged to take up science related subjects and mathematics. Today, mathematics pervades literally every field of human endeavour and plays a fundamental role in the economic development of a country.

Over the last few years, issues concerning teaching and learning of mathematics have become a matter of highest importance for everyone involved in education. The issues of students’ poor performance in mathematics have been taken up at the highest policy level (Olugunju, 2001).

Mathematics can be defined as a science that deal with the study of quality and their relationship which is expressed in number and other specific symbols. Researchers described mathematics as a language in which every symbol and every combination has precise meaning which can be determined by the application of logical rules.

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Introduction

The years of British colonial rule in Nigeria so much transformed her pre-colonial culture that, by the time Nigeria gained independence in 1960, a great deal of the British educational system, British moral values, and the English Language had already become nationally accepted and entrenched in virtually every aspect of Nigeria’s national psyche.

According to Mahdi Adamu in Clark, E, and Jegede, D. (1992:24): By virtue of the colonial experience, the English Language became our official language through which pre-primary, primary, and post-primary education is taught in this country. Official actions and utterances in this country have shown that to be formally literate, one needs to learn to read and write in the English language.

In the field of political culture also, the similarities are clear and distinct. It was the British type of parliamentary democracy that Nigeria’s first democratic experience was fashioned after from 1960 – 1966 until 1979 when Nigeria embraced the American political system.

In the absence of an acceptable alternative that is truly Nigerian, Nigeria adopted the European system of governance. Even in commerce, the remarkable similarity is also evident. To further explain this, Mahdi Adamu (1992:26) asserts.

The Nigerian economy has been so intricately tied to the apron strings of one European capitalist economy, that we no longer have our own commercial system different from that of our mentors. One thing is clear; the advent of colonial administration in Nigeria greatly and negatively affected the development of indigenous socio-cultural structures. 

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