Self-determination and mathematics achievement among grade 12 learners in secondary schools

Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students’ academic self-concept and boost students’ mathematics achievement.

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Socio-Economic Background and Mathematics Achievement of Students in Some Selected Senior Secondary Schools in Southwestern Nigeria

Pakistan Journal of Social Sciences ◽

10.3923/pjssci.2010.23.27 ◽

2010 ◽

Vol 7 (1) ◽

pp. 23-27

Author(s):

Yara Philias Olatunde

Keyword(s):

Mathematics Achievement ◽

Secondary Schools ◽

Southwestern Nigeria ◽

Economic Background ◽

Senior Secondary Schools ◽

And Mathematics ◽

Senior Secondary

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Relationship Between Mathematics Self-Efficacy and Mathematics Achievement in Mexican High School

PsycEXTRA Dataset ◽

10.1037/e650152012-001 ◽

2012 ◽

Author(s):

Jose Enrique Canto ◽

Raul Burgos ◽

Nora Druet

Keyword(s):

High School ◽

Mathematics Achievement ◽

Self Efficacy ◽

And Mathematics ◽

Mathematics Self Efficacy

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

Jurnal Pendidikan ◽

10.33830/jp.v15i1.386.2014 ◽

2017 ◽

Vol 15 (1) ◽

pp. 100

Author(s):

Herlina Herlina

Keyword(s):

Mathematics Achievement ◽

Cooperative Learning ◽

Verbal Ability ◽

Learning Model ◽

Learning Achievement ◽

Guided Discovery ◽

Verbal Skills ◽

Student Teams ◽

And Mathematics ◽

Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

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Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

The New Educational Review ◽

10.15804/tner.2017.49.3.16 ◽

2017 ◽

Vol 49 (3) ◽

pp. 201-212 ◽

Cited By ~ 5

Author(s):

Saemah Rahman ◽

Nurulhuda Hassan

Keyword(s):

Problem Solving ◽

Mathematics Achievement ◽

Metacognitive Awareness ◽

Mediation Model ◽

Problem Solving Skills ◽

And Mathematics

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Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

GATR Global Journal of Business Social Sciences Review - GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.7(1) Jan-Mar 2019 ◽

10.35609/gjbssr.2019.7.1(11) ◽

2019 ◽

Vol 7 (1) ◽

pp. 91-97

Author(s):

Ashairi Suliman ◽

Mohamed Yusoff Mohd Nor ◽

Melor Md Yunus

Keyword(s):

Secondary Schools ◽

Teaching And Learning ◽

Dual Language ◽

English Language ◽

Jel Classification ◽

Student Perspective ◽

Mathematics Students ◽

Programme Implementation ◽

Policy Makers ◽

And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

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