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INFLUENCE OF HOME ENVIRONMENT AND PERCEIVED SELF-EFFICACY ON THE MATHEMATICS ACHIEVEMENTS OF SENIOR SECONDARY SCHOOL STUDENTS

ABSTRACT

 This study sought to determine the influence of home environment and perceived self-efficacy on the mathematics achievements of senior secondary school students. This desire was motivated by the need to determine the influence of parental expectation, social class of family and perceived self-efficacy on mathematics mean achievement scores of senior secondary school students. Three research questions and three null hypotheses guided the study. The research design adopted in this study was an ex-post factor or causal comparative design. A total of 378 (144 males and 234 females) senior secondary class two students which were drawn from co-educational public secondary schools in Obollo Afor Education Zone using proportionate sampling techniques were sampled and used for study. This number represents 20 percent of the total number of SSII students. Two instruments namely: Home Environmental Factor Questionnaire (HEFQ) and Students’ Self-Efficacy Rating Scale (SSERS) were developed, validated and used for the study. The internal consistency reliability of the instruments were calculated using Cronbach Alpha procedure and reliability estimates of .77 and .77 were gotten for the HEFQ and SSERS respectively. Data obtained through the administration of the two instruments were and analyzed using means and standard deviations to answer the three research questions while the null hypotheses were tested using t-test statistic, ANOVA and multiple regression analysis at 0.05 levels of significance which revealed the following findings: Parental expectation significantly influenced mathematics achievement of senior secondary school students. Students from parents with high parental expectation achieved more in mathematics than students from parents with low parental expectation; social class of families significantly influenced mathematics achievement of senior secondary school students. The direction of the significance is in favour of students whose families are in high social class, who had the highest mean score as against the mean scores for the students from moderate and low social classes respectively; and perceived self-efficacy significantly influenced Mathematics achievement of students. Students who had high self-efficacy belief achieved more in mathematics than students who had low self-efficacy belief. A major educational implication of the findings was that the youths could be educated on the importance of home environment and perceived self-efficacy on the academic achievements of students. It was thus recommended that emphasis should be given to educating youths on the importance of home environment and perceived self-efficacy on the academic achievements of students and that the conflicting signals from the societal system that are causing confusion of interpretation for young persons should be checked.

Project detailsContents
 
Number of Pages134 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
ReferenceReference
QuestionnaireQuestionnaire
AppendixAppendix
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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