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 State. Among 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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