PSYCHO SOCIAL VARIABLES AS CORRELATE OF ACADEMIC TASK PERSISTENCE AMONG LOW-ACHIEVERS IN MATHEMATICS STUDENTS IN IMO STATE

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ABSTRACT

The purpose of this study was to determine the extent psycho-social variables correlate with academic task persistence among low-achievers in mathematics senior secondary schools students in Imo State.  Seven research questions were posed and seven null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a correlational research design. A total of 936 SS II students drawn from the entire population of 9,360 SS2 students of 2022/2023 academic session in all the public secondary schools in Imo State through multistage sampling techniques made up the sample for the study. Two instruments titled “Psycho-Social Variables Questionnaire (PSVQ)” and “Mathematics Task Persistence Questionnaire (MTPQ)” were developed by the researcher and were used for data collection. These instruments were subjected to face validation by three experts: two from the Department of Psychology and Counselling and one expert from the Measurement and Evaluation; all from Michael Okpara University of Agriculture, Umudike. The stability of the instruments computed using Pearson’s Product Moment Correlation Co-efficient and reliability indices of 0.82 and 0.72 were obtained for PSVQ and MTPQ respectively. The internal consistency of PSVQ and MTPQ was determined using Cronbach’s Alpha method and estimates of 0.85 and 0.85 were obtained for PSVQ and MTPQ respectively. The data obtained through the administration of the two instruments were analyzed using Pearson’s Product Moment Correlation Coefficient (Pearson’s r R2 coefficient of determination) to answer the research questions, while linear and multiple regression analyses were used to test the null hypotheses at 0.05 level of significance. Results revealed that joint psycho-social variables (self-efficacy, parental influence, motivation, teachers’ influence, anxiety and peers’ influence) significantly correlated with academic task persistence among low-achievers in mathematics. The joint psycho-social variables (self-efficacy, parental influence, motivation, teachers’ influence, anxiety and peers’ influence) had a very high percentage contribution of 99.8% in level of academic task persistence among low-achievers in mathematics. However, self-efficacy had the highest percentage contribution of 70.9%; followed by parental influence with 66.1%; teachers’ influence with 65.6%; motivation with 59.4%, peers’ influence with 50.6% and lastly anxiety which negatively predicted 32.9% of the level of academic task persistence among low-achievers in mathematics in Imo StateAmong the educational implications was that the study could provide supportive frameworks from which one can assess how the students explore the environment and master the challenges within their environment since academic task persistence could depend on psycho-social variables within the environment of the students. It was thus recommended that parents or guardians should educate their children on the importance of psycho-social variables in academic task persistence.




TABLE OF CONTENTS

Title Page                                                                                                                    i

Declaration                                                                                                                 ii         

Certification                                                                                                               iii

Dedication                                                                                                                  iv        

Acknowledgements                                                                                                    v         

Table of Contents                                                                                                       vi        

List of Tables                                                                                                              ix        

Abstract                                                                                                                      x         

CHAPTER 1: INTRODUCTION

1.1         Background to the Study                                                                         1

1.2         Statement of the Problem                                                                        10

1.3        Purpose of the Study                                                                                11

1.4        Significance of the Study                                                                         12

1.5        Research Questions                                                                                  13

1.6        Hypotheses                                                                                               14

1.7        Scope of the Study                                                                                   15

CHAPTER 2: REVIEW OF RELATED LITERATURE                                     16

2.1       Conceptual Framework                                                                                  16

2.1.1    Mathematics and task persistence                                                                  16

2.1.2    Low academic achievement in mathematics                                                  18

2.1.3    Academic task persistence                                                                             22

2.1.4    Psychosocial Variables                                                                                   24

2.1.4.1 Self-efficacy and task persistence                                                                 24

2.1.4.2 Parental influence and task persistence                                                          27

2.1.4.3 Motivation and task persistence                                                                     29

2.1.4.4 Teachers’ influence and task persistence                                                       31

2.1.4.5 Anxiety and task persistence                                                                          33

2.1.4.6 Peers’ influence and task persistence                                                             35

2.1.5    Adolescence                                                                                                   38

2.2       Theoretical Framework                                                                                  39

2.2.1    Psychosocial theory by Erik Erikson (1963)                                                  40

2.2.2    Tinto’s model of academic and social integration (1993)                              41

2.2.3    Walberg’s theory of educational productivity (1981)                                    42

2.3       Empirical Studies                                                                                           43

2.3.1    Studies on mathematics                                                                                  39

2.3.2    Studies on task persistence                                                                             45

2.3.3    Studies on low-academic achievement                                                          49

2.3.4    Studies on psycho-social variables                                                                 51

2.3.5    Studies on adolescents                                                                                    60

2.4       Summary of Literature Review                                                                      61

CHAPTER 3: METHODOLOGY                                                                          63

3.1       Design of the Study                                                                                        63

3.2       Area of the Study                                                                                            63

3.3       Population of the Study                                                                                  65

3.4       Sample and Sampling Techniques                                                                 66

3.5       Instrument for Data Collection                                                                       66

3.6       Validation of the Instrument                                                                          67

3.7       Reliability of the Instrument                                                                          67

3.8       Method of Data Collection                                                                             68

3.9       Method of Data Analysis                                                                                68

CHAPTER 4: RESULTS AND DISCUSSION                                                      69       

4.1       Results Presentation                                                                                       69

4.2       Summary of Major Findings                                                                          86

4.3       Discussion of Findings                                                                                   88

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS     98

5.1       Summary                                                                                                        98

5.2       Conclusion                                                                                                      100

5.3       Educational Implications of the Study                                                           101

5.4       Recommendations                                                                                          102

5.5       Limitations of the Study                                                                                 104

5.6       Suggestions for Further Studies                                                                     104

REFERENCES                                                                                                         105

APPENDICES                                                                                                           118                                                                                                                 

 

 

 

 

 

 

LIST OF TABLES

 

4.1:    Correlation Matrix of Self-Efficacy and Academic Task Persistence of

Low-Achievers in Mathematics                                                             65

 

4.2:    Simple Linear Regression Analysis of Self-Efficacy and Academic Task

           -Persistence of Low-Achievers in Mathematics                                    66

 

4.3:    Correlation Matrix of Parental Influence and Academic Task Persistence

           of Low-Achievers in Mathematics                                                        67

 

4.4:    Simple Linear Regression Analysis between Parental Influence and

Academic Task Persistence of Low-Achievers in Mathematics              68

 

4.5:    Correlation Matrix of Motivation and Academic Task Persistence of Low-

           Achievers in Mathematics                                                                     69

 

4.6:    Simple Linear Regression Analysis of Motivation and Academic

Task-Persistence of Low-Achievers in Mathematics                            70

 

4.7:    Correlation Matrix of Teachers’ Influence and Academic Task-Persistence

of Low-Achievers in Mathematics                                                                  71

 

4.8:    Simple Linear Regression Analysis between Teachers’ Influence and

           Academic Task-Persistence of Low-Achievers in Mathematics              72

 

4.9:    Correlation Matrix of Anxiety and Academic Task Persistence of Low-

           Achievers in Mathematics                                                                     73

 

4.10:  Simple Linear Regression Analysis of Anxiety and Academic Task-

           Persistence of Low-Achievers in Mathematics                                     74

 

4.11:  Correlation Matrix of Peers’ Influence and Academic

Task-Persistence of Low-Achievers in Mathematics                            75

 

4.12:  Simple Linear Regression Analysis between Peers’ Influence and

Academic Task-Persistence of Low-Achievers in Mathematics              76

 

4.13:  Correlation Matrix of Joint Psycho-Social Variables (Self-Efficacy,

           Parental Influence, Motivation, Teachers’ Influence, Anxiety and Peers’

           Influence) and Academic Task- Persistence among Low-Achievers in

           Mathematics                                                                                           77

 

4.14:  Multiple Regression on Joint Psycho-Social Variables (Self-Efficacy, Parental

Influence, Motivation, Teachers’ Influence, Anxiety and Peers’ Influence)

and Academic Task Persistence among Low-Achievers in Mathematics     80

 

4.15:  Multiple linear regression showing the relative contribution of Joint

           Psycho-Social Variables (Self-Efficacy, Parental Influence, Motivation,

           Teachers’ Influence, Anxiety and Peers’ Influence) and Academic Task-

           Persistence among Low-Achievers in Mathematics                              81

 

 




 

 

 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

Generally, mathematics is seen as the foundation of scientific and technological knowledge that is vital in socio-economic development of a nation. Studies suggest that mathematics as a subject affects all aspects of human life at different levels. The scientific world refers to mathematics as a powerful tool for global understanding and communication that organizes our lives and prevents chaos. Mathematics is a discipline that can underpin one’s view of the world. Mathematics is considered indispensable because it has substantial use in all human activities. James (2021) was of the opinion that mathematics is the study of the most general relational aspects of reality, or “formal” properties of the world. He added that understanding the world through mathematics helps us to develop mental discipline. Hornby (2021) believes that mathematics is a science of number and shapes while Aburime (2017) noted that mathematics is certainly not just a fixed body of knowledge; its growth is not confined in inventing new numbers, but it also pervades every aspect of modern life. Similarly, Devline (2020) revealed the vital role mathematics plays in our external quest to understand who we are and the world we live in. Mathematics concepts according to him and which agrees with the view of the scientific world help to organize our lives and keep them from becoming chaotic, making them potent tools for global understanding and communication.

Furthermore, the International Association for the Evaluation of Educational Achievement (2014) has associated the learning of mathematics with basic preparation for adult life. In this perspective, one can deduce that the study of mathematics can help to develop cognition, thereby, helping to produce citizens who can learn and think creatively and critically. Its study therefore encourages analytical thinking which most students lack and so engage in fluctuating achievement in mathematics.

 

In Nigeria, the trend of fluctuating achievement of students in mathematics is obvious. This has been confirmed by the recent analysis of West African Examination Council’s (WAEC) result of Senior School Certificate Examination (SSCE) which was obtained from the Chief Examiner’s report for the years 2018-2022. A critical look at WAEC updates of result   revealed that only 49.98%, 57.27%, 47.64%, 51.50% and 76.36% of students passed at credit level for the years 2018-2022. The Chief Examiner attributed this trend of poor performance to inadequate preparation and over reliance on examination malpractice than students relying on themselves (WAEC, 2021). Aborisade in Aburime (2017) showed that, for many Nigerian students in secondary schools, mathematics is a very difficult subject, that at the mention of the subject, some students become afraid. A research conducted recently to find out factors responsible for poor achievement in mathematics among low achievers gave reasons; ranging from lack of proper motivation to high cost of books. Again, Ale and Amazigbo (2013) in their different studies identified teaching methods and lack of instructional materials as major factors responsible for poor achievement in mathematics.

In this regard, suggestions and efforts have been made by researchers, government and corporate bodies to bring a lasting solution to this problem especially among the low-achievers in mathematics. For instance, Albrecht and Sacks (2012) suggested that the use of innovative teaching methods should be adopted in mathematics teaching for greater achievement. Bonwell and Elson (2019) also proposed several teaching techniques to support and promote active learning such as the use of visual media during mathematics class, the encouragement of students to solve problem during mathematics class and home work at home, the use of simulations and various graphics and the use of elaborative interrogation and mind-mapping learning methods. In relation to this, Kiili and Ketoma (2017) recommended the use of educational games to provide enjoyable and engaging learning experiences.

 

Significant effort has also been made by Mathematical Association of Nigeria (MAN) through its Director, Ale (2017), who has launched a programme called ‘War against Poor Achievement in Mathematics’ (WAPAM). Ale in his capacity as Director of the National Mathematics Center, Abuja Nigeria, has also launched a Mathematics Improvement Programme (MIP); all these efforts are geared towards resolving poor and unsteady achievement in Mathematics. Promassidor Nigeria known as Cowbellpedia has equally committed enormous resources to ensure that poor performance in mathematics is resolved by introducing programmes that will enhance students’ effort, such as mathematics competition, TV Quiz, mathematics class on radio, workshop for both mathematics teachers and students. Sequel to this, the Nigeria National Petroleum Corporation (NNPC) in collaboration with Mobil producing Nigeria (MPN) has consistently organized training of two hundred and fifty mathematics teachers. The effort is to strengthen teaching methodologies. Notwithstanding all these efforts made to improve achievement in mathematics, they seem not improve students achievement in mathematics especially among the low achievers. Thus, this study aims at determining the extent which psychosocial variables such as self-efficacy, motivation, anxiety, teacher’s influence, parental influence and peers influence affect academic task persistence of low achievers in mathematics students.

Task persistence refers to the ability to stick with something in spite of distraction, physical or emotional discomfort or lack of immediate success. Task persistence is an important learning-related behaviour associated with academic success. Students who are determined to overcome challenges and ignore distractions perform well in school. Some researchers have similar view on the meaning of task persistence as the continuation of activity in the face of difficulty, obstacles and/or failure. Christiansen and Christiansen in Oluwakemi (2015) viewed task persistence as the motivating factor or push that drives an individual to desire success when factors surrounding him or her are not favourable. Similarly, Ezugwu and Ogugua (2017) found a positive influence of task persistence on students’ academic achievement. Aba-Ziou (2018) was of the opinion that students often struggle with task persistence. Some students may be uncomfortable with the idea of trying a solution if they are not confident that it will yield the desired results, which could lead them to refuse to persist in a task. Thus, helping students overcome this fear will give them a big advantage in mathematics and in many other areas of daily life. Aba-Ziou further opined that tasks called “problem solvers” are valuable tools for teaching students to persist when faced with difficulties and to develop a growth mindset through productive struggle. The author gave an instance that the ideal problem solver has a low floor and high ceiling the skills needed to tackle the problem should be minimal, to allow low-achievers in mathematics to engage with it, but it should have several levels of complexity and to challenge high achieving students. In summary, the researcher is of the opinion that task persistence is the capability of persevering, sustaining attention and maintaining momentum regardless of obstacles that might hinder task achievement. However, academic task persistence may not be achieved if students lose focus. Academic task persistence among low-achievers in mathematics is perceived as their willingness and desire to improve their poor academic achievement against all surrounding odds.    

In this perspective, low-achievers in mathematics are classified as those students who consistently perform below the specified pass mark in mathematics as set by the school. Bonwell and Elson (2019) argued that academic task persistence could be influenced by both environmental and psychological components that are dynamic and represent the psycho-social variables which include self-efficacy, parental influence, motivation, teachers’ influence, anxiety, peer influence and so on.

Self-efficacy has been explained as the capacity of individuals to “understand and manage their world in a meaningful way” (Ball, 2017). Self-efficacy in a student implies that the student is academically task persistent. This capacity can be associated with behavioural and social competence and problem solving skills (Kumpfer, 2019). In his study, the participants were resourceful in finding the supports they needed to survive and thrive amidst adversity and to succeed in academics. Bernard (2012) reported that students who possess self-efficacy are likely to be academically task persistent and this would assist them to have an optimistic approach in life; be more alert and acceptance of their academic mistakes; able to bear academic load and take up proactive actions to resolving negative issues. Similarly, Becker and Luthar (2022) noted that academic task persistent students view low-achievements as obstacles that can be worked on, changed and resolved. This means that they are active in problem solving, and develop flexible strategies and skills to solve problems.

Parental influence has been identified as an important factor affecting students’ achievements (Miller 2012, Dryfoos, 2014). Parental influence was defined by the researcher as any opinion, attitude or action that helps to shape or mold the child’s behaviour. Helping children with homework is the most typical form of parental influence or involvement, which is assumed to contribute to children’s success in school subjects. However, research on the efficacy of parental involvement in homework on children’s academic performance has shown mixed results. Hoover-Dempsey (2013); Pomerantz, Moorman and Litwack, 2017, Patall, Cooper and Robinson (2018); and a much smaller number of studies have investigated the relations between parental involvement in homework (academic self-concept and homework persistence). A study that was conducted by Chandirmani in Uzoka (2018) reported a significant relationship between family environment, parental attitude and academic achievement of students. Padhi and Dash (2014) reported a significant correlation between parental influence and competence scores. Sequel to this, Thapa (2017) found that students’ perception of the Parents-child relationship affected their academic achievement. On the contrary, the researcher views negative parenting characterized by harsh, inconsistent and less sensitive interactions are detrimental to children’s early competencies and academic achievement. Thus, negative parenting predicts children’s failure to persist in a task.

Another psychosocial factor suspected to have a positive correlation with students’ task persistence is academic motivation. Academic motivation has been reported to play a role in students’ learning experience, which influences their task persistence in school. Anderson (2015) believed that motivation comes from the word motive and that motives are desires to attain certain goals. The stronger these desires are present in an individual, the greater will he/she persists in a task towards achieving a desired goal. Motivation is further seen as an internally generated force in an individual which initiates action, directs same action and sustains the action (Uzoka, 2018). Motivation and task persistence are very important for sound student learning. Sternberg (2015) remarked that motivation is very important for school success; in its absence, the student may never make an effort to learn. Thus, highly motivated students dedicate time to preparing for their academic tasks and explore study methods that are compatible with their learning styles; these activities help them to persist academically in their programmes. To assess students’ motivation, researchers also have to examine task persistence as part of learning. Blumenfield, Kempler and Krajcik (2016) argued that motivation alone is necessary but not sufficient for academic achievement. However, Hufton, Elliot and Illusin (2012) believed that high levels of task persistence could show high levels of motivation and high levels of academic achievement. Bryson and Hand (2017) agreed with Schlechty that students’ persistence lies on a continuum from persistence to non-persistence and that persistence is also present at a number of different degrees. Generally, it is agreed that motivation in learning activities is important for a students’ academic task persistence.

The issue of teachers’ influence is important in light of Coleman Report (Coleman in Wajeeh, 2017). The report showed that students’ characteristics such as student socio-economic status, parental educational attainment, poverty and students attitude towards schooling influenced students’ achievement more than teachers and schools. On the other hand, some researchers such as Blumenfield, Kempler and Krajcik (2016) found that teachers, when certain conditions are satisfied, contribute positively to students’ academic achievement. In addition, a teacher’s influence, ideas, and expectations of his or her student’s capabilities have an effect on student’s task persistence, academic performance and achievement. In the view of the researcher, teachers’ influence is the ability teachers have to translate their beliefs into differential behaviour towards their students. For example, a teacher who sees particular students as highly motivated and capable would often make eye contact, smile and lean towards them, praise and call on them more frequently. Thus, their ability to persist in any academic task could be enhanced.

Anxiety could be one of the major correlates of task persistence. Research has found that anxiety is a global mental problem or a disorder that affects people globally more specifically adolescents and children (Bernard-Morale, 2015). Bernard-Morale, (2015) further argued that studies suggest that optimal level of mindset and arousal is appropriate and necessary for human to perform excellently in tasks like examination, an act of performance or completion of an event. However, when the level of mindset or arousal exceeds optimal level, poor performance is norminally expected. Anxiety can be termed as an intrinsic element in the nature of humans and having a clear understanding and knowledge of why something occurred then such a thing frightens less. When anxiety becomes severe among students, it then becomes hard and challenging to genuinely deal with academic problems. It makes minds of students to go blank and experience other sudden disabilities normally associated with high level of mindset and arousal (Chandavarkar, 2017). Research showed that anxiety happens among students as a result of stress and therefore they experience adverse negative effects on their memory and learning, hence, low task persistence and poor academic results. The researcher therefore, perceives anxiety as a common and natural emotion which can cause physical symptoms, such as shaking and sweating. She thus, defines anxiety as an emotion characterized by feelings of tension, worried thoughts and physical changes like increased blood pressure. It is also a feeling of worry, nervousness, or unease about something with an uncertain outcome.

Peer influence is defined as instances where one person affects, or, is affected by, one other or multiple others who are similar in age. The researcher views peer influence as when a child chooses to do something you would not otherwise do, because you want to feel accepted and valued by your friends.  Change is a common theme in definitions of influence: individuals change in response to friends and affiliates. The alterations wrought by peer influence can be good or for ill. Peer influence is a neutral term, agnostic to the type of change. In this sense, peer influence stands apart from peer pressure and socialization, which describe maladaptive and adaptive change (Laurse, 2018). Adolescents spend more time with their peers than in any other social context (Myers, Doran & Brown, 2017), and peer relations are critical to positive adaptive development (Erdley & Nangle, 2012). Susceptibility to peer influence, and adolescence is marked by heightened desire for affiliation as well as sensitivity to social evaluation (Somerville, 2013). Negative peer interactions; such as rejection, victimization, and bullying by peers, are associated with poor outcomes such as externalizing and internalizing psychopathology, as well as academic and social difficulties (Hawker & Boulton, 2014; Parker & Asher, 2014). In contrast, positive peer interactions such as the provision of social support or acceptance by peers, can either promote adaptive development and psychological wellbeing or exacerbate problem behaviours. In contrast, adolescents who are accepted by their peers are at lower risk for internalizing symptoms and exhibit more task persistent (Kim & Cicchetti, 2014). Thus, identifying the mechanisms by which positive and negative peer interactions influence adolescents’ persistence in a task is important. Students learn best when they respond to academic problems by remaining persistence with learning tasks and activities, and their propensity to do so might be shaped by their peers. Students’ ongoing engagement is a critical component of their academic success (Fredrick, Blumenfeld & Paris, 2014). Kindermann and Gest (2018) reported that students spend much of their time interacting with each other in small groups, and when they experience setbacks, their responses are often expressed through observable behaviours that their peers can notice and respond to. In their daily classroom experiences, students witness how their peer group members respond to academic setbacks; may even participate in discussions of how to deal with these events, and, in so doing; may learn how to respond to their own challenges. The researcher is of the opinion that students who affiliate with motivationally task persistent peers may be more likely to receive constructive help and support when dealing with their own setbacks. Having peers around who see value in responding to their own setbacks by persisting and trying harder may provide students with a vital source of practical and emotional support when dealing with their own issues. In contrast, students who hang out with motivationally vulnerable peers may find themselves without adaptive forms of support. One wonders the extent psycho-social variables such as self-efficacy, parental influence, motivation, teachers’ influence, anxiety, peers’ influence could correlate with the task persistence among low-achievers in mathematics in Imo State.


1.2       STATEMENT OF THE PROBLEM

Mathematics is seen as the foundation of scientific and technological knowledge that is vital in socio-economic development of a nation. Mathematics is a subject that affects all aspects of human life at different levels. The scientific world refers to mathematics as a powerful tool for global understanding and communication that organizes our lives and serves as potent tool for global understanding and communication. High achievement in mathematics is a sine qua-non for a student’s development of mental discipline that could underpin his view of the world and ensure his future all round development. Consequently, every student ought to develop the ability to learn mathematics learning in spite of distractions such as physical or emotional discomfort, or lack of immediate success.

Unfortunately, most secondary school students in Imo State seem to view mathematics subject as a thing for only those that are capable, motivated or the highly intelligent students. They exhibit poor mathematics task persistence, as many among low achievers in mathematics hardly border about mathematics lessons, mathematics teacher’s assistance, mathematics assignments or projects. They easily lose focus during mathematics lessons and their attention is drawn to any slightest noise in the school during mathematics lessons. Dropping out of school and losing admissions into professional careers as well as other great opportunities due to low mathematics achievement seem not have given them the required push for learning mathematics among low achievers in mathematics.

Concerted efforts have been made by the government, mathematics teachers and even some parents to enhance the students’ achievement in mathematics; but unfortunately, there is still persistent poor achievement in mathematics as indicated by some researchers. Parents, teachers, curriculum experts and evaluators are worried especially when it is believed that if the poor achievement of students in mathematics persists, it would affect the economic and technological development of the nation.  However, literature reports from western culture tend to suggest that psycho-social variables such as self-efficacy, parental influence, motivation, teachers’ influence, anxiety and peers’ influence could correlate with academic task persistence; which is strongly suspected to affect the academic achievement of low achievers in mathematics. However, the extent these psycho-social variables could correlate with academic task persistence to improve mathematics achievement of students in Imo State who are of different cultural background is not yet established. Therefore, the problem of this study put in a question form is: To what extent do psycho-social variables correlate with academic task persistence among low-achievers in mathematics senior secondary schools students in Imo State, Nigeria?

 

1.3       PURPOSE OF THE STUDY

The purpose of this study was to investigate the extent psycho-social variables correlate with academic task persistence among low-achievers in mathematics senior secondary schools students in Imo State. Specifically, the study sought to:

1.         Find out the extent self-efficacy correlates with academic task persistence of low-achievers in mathematics.

2.         Determine the extent to which parental influence correlates with academic task persistence of low- achievers in mathematics.

3.         Find out the extent to which motivation correlates with academic task persistence of low-achievers in mathematics.

4.         Determine the extent to which teachers’ influence correlates with academic task persistence of low-achievers in mathematics.

5.         Examine the extent to which anxiety correlates with academic task persistence of low-achievers in mathematics.

6.         Find out the extent to which peer influence correlates with academic task persistence among low-achievers in mathematics.

7.         Find out the extent to which joint psycho-social variables (self-efficacy, parental influence, motivation, teachers’ influence, anxiety and peers’ influence) correlate with academic task persistence among low-achievers in mathematics.

 

1.4       SIGNIFICANCE OF THE STUDY

The study may have both theoretical and practical significance. Theoretically, the study supports Tinto’s (1993) model of academic and social integration which posits that children are more likely to remain enrolled in an institution if they become connected to social and academic life of that institution. Students who become integrated into a college by developing connections to individual, participating in clubs, or engaging in academic activities are more likely to persist in such academic activities than those who remain on the periphery.

 

The findings of this study if published would be of benefit to parents, teachers, schools, students, psychologists, guidance counsellors, government, researchers and others.

The findings of the study will impact on the parents. Parents and significant others who are involved in the personality formation and development of the child will be enlightened on the crises associated with development, their causes, effects and strategies for resolving these crises. Again, it will help parents in guiding students as well as involving in their home works.

Schools and teachers especially mathematics teachers would be guided by the findings of this study to understand the factors that cause low achievement in mathematics among students and create an enabling environment for teaching and learning of mathematics.

The findings of the study will help students to identify psycho-social variables that could determine academic task persistence. It will assist in reducing fear and tension which student undergo in their academic pursuit. Also, the findings of this study will be of immense benefit to the psychologist. It will help them to understand the behaviour of children at every development stage and prepare or devise mechanism of handling them.

 

The results of this study will serve as a guide to school guidance counsellors in administering effective counseling intervention programmes that may enhance students’ self-efficacy, minimize fear and tension that accompany learning of mathematics thereby leading to academic task persistence.

The results of the study will create awareness to the government to see the need for seminars and workshops on the extent psycho-social variables could correlate with academic task persistence among low-achievers in mathematics senior secondary schools students.

The findings of the study will help researchers to conduct further researches on the psycho-social variables as correlate of academic task persistence among low-achievers in mathematics. The society at large will benefit because people will have a clearer understanding of the causes of low achievement in mathematics and its negative implications to the nation’s growth. The results of this study will uncover new knowledge and add to the existing one thereby creating an area of interest for further researches. The findings of the study would equally authenticate the assumptions of the theories in which the study was based.

 

1.5       RESEARCH QUESTIONS

The following research questions guided the study.

1.         To what extent does self-efficacy correlate with the academic task persistence of low-achievers in mathematics?

2.         What is the extent to which parental influence correlates with academic task persistence of low-achievers in Mathematics?

3.         To what extent does motivation correlate with the task persistence of low-achievers in mathematics?

4.         What is the extent to which teachers’ influence correlates with academic task persistence of low-achievers in mathematics?

5.         To what extent does anxiety correlate with academic task persistence of low-achievers in mathematics?

6.         What is the extent to which peers’ influence correlates with academic task persistence of low-achievers in mathematics?

7.         What is the extent to which joint psycho-social variables such as self-efficacy, parental influence, motivation, teachers’ influence, anxiety and peers’ influence correlate with academic task persistence among low-achievers in mathematics?

 

1.6       HYPOTHESES

The following hypotheses were tested at 0.05 levels of significance to further guide the study:

HO1     There is no significant correlation between self-efficacy and academic task persistence of low-achievers in mathematics.

HO2     There is no significant correlation between parental influence and academic task persistence of low-achievers in mathematics.

HO3     Motivation does not significantly correlate with academic task persistence of low-achievers in mathematics.

HO4     Teachers’ influence does not significantly correlate with academic task persistence of low-achievers in mathematics.

HO5     There is no significant correlation between anxiety and academic task persistence of low-achievers in mathematics.

HO6     There is no significant correlation between peers’ influence and academic task persistence of low-achievers in mathematics.

HO7     There is no significant correlation between joint psycho-social variables (self-efficacy, parental influence, motivation, teachers’ influence, anxiety and peers’ influence) and academic task persistence among low-achievers in mathematics.

 

1.7       SCOPE OF THE STUDY

This study was delimited to SS2 in 2022/2023 academic session in all the public secondary schools in Imo State. A total sample of 936 students in 15 secondary schools in Okigwe zone 2, Orlu zone 1 and Owerri zone 2 of Imo State participated in the study. The content scope included psycho-social variables such as self-efficacy, parental influence, motivation, teachers’ influence, anxiety and peer’s influence as independent variables and academic task persistence among low-achievers in mathematics as dependent variable.


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