– Effect of Comparative Grading in Mathematics on Students’ Academic Self-Efficacy Beliefs and Achievement in Aba Education Zone of Abia State –
Download Effect of Comparative Grading in Mathematics on Students’ Academic Self-Efficacy Beliefs and Achievement in Aba Education Zone of Abia State project materials: This project material is ready for students who are in need of it to aid their research.
ABSTRACT
The study was carried out to investigate the effect of comparative grading on students’ mathematics achievement and self-efficacy beliefs in Aba education zone. Also, the study explored the influence of gender and interaction effect on comparative grading in mathematics achievement of students’ self-efficacy.
Four research questions were asked and four hypotheses were formulated and tested at the (P<0.05) level of significance. The study adopted a non – equivalent control group quasi- experimental research design involving one experimental group and one control group.
Four co-educational secondary schools in Aba North Local Government. Area of Abia State were randomly selected and assigned to experimental and control group, and used for the study.
A total of 200 SS One students (100 males and 100 females) in four intact classes were sampled and used for the study. Two instruments, Students’ Academic Self-efficacy Beliefs Questionnaire (SASEBQ), and Mathematics Achievement Test (MAT).were used for both pre-test and post-test.
Data collected using the instruments were analyzed using descriptive statistics in answering the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses.
The result of the study showed that Students who were exposed to comparative grading achieved significantly higher than those exposed to criterion referenced grading.
Also, there was no significant difference between the self-efficacy belief scores of male and female students on mathematics.
Based on the findings, discussions implications and recommendations of this study, suggestions for further studies were made.
TABLE OF CONTENTS
Title Page i
Approval Page iii
Certification iv
Dedication v
Acknowledgement vi
Table of Contents vii
List of Tables x
List of Figures xi
Abstract xii
CHAPTER ONE: INTRDUCTION 1
Background of the study 1
Statement of the problem 16
Purpose of the study 17
Significance of the study 17
Scope of the study 20
Research Questions 21
Hypotheses 21
CHAPTER TWO: LITERATURE REVIEW 23
Conceptual Framework 23
Concept of comparative grading 24
Concept of self-efficacy beliefs 33
Concept of academic self-efficacy 40
Concept of Mathematics 45
Concept of achievement 46
Concept of Gender 49
Relationship among grading, comparative grading, and academic selfefficacy 51
Theoretical Framework 53
Bandura’ s self-efficacy theory 54
Vroom’s expectancy theory 57
Review of Empirical Studies 60
Studies on grading 60
Studies on academic self-efficacy 62
Studies on self-efficacy and achievement 64
Studies on Gender 67
Summary of Literature Review 70
CHAPTER THREE: RESEARCH METHOD 72
Design of the study 72
Area of the study 73
Population of the study 74
Sample and Sampling Technique 74
Instrument for Data Collection 75
Validation of the Instrument 76
Reliability of the Instrument 76
Experimental Procedure 76
Control of Extraneous Variables 78
Method of Data Analysis 79
CHAPTER FOUR: RESULTS 81
Summary of Findings 86
CHAPTER FIVE: Discussion, conclusion and Summary 87
Discussion of findings 87
Conclusion 89
Educational Implication of the findings 89
Recommendations 90
Limitations of the Study 90
Suggestions for further study 90
Summary of the study 91
REFERENCES 93
APPENDICES 105
INTRODUCTION
1.1 Background of the Study
Every day people operate one form of math or the other without knowing they are applying mathematical concept. For instant, a carpenter has to measure the length and width of the door or window the carpenter is constructing.
Similarly, mothers prepare food using correct quantity of the ingredients without knowing that they are applying math. Likewise, when children are given money to buy something, they will ask for their change after buying
depending on how much they are given.
All these activities involve math yet when they are put in sentences or in figures, students see it as a very difficult task. Mathematics is the science of addition and subtraction which involves everyday activities whether consciously or unconsciously.
Math is done from the pre-school where children recite nursery rhymes with numbers. In primary school, pupils do simple addition, subtraction and simple algebra.
From primary, pupils proceed to secondary school where students are expected to write math as one of the core subjects; in fact, math is one of the requisite one is expected to have (credit) before being admitted into the university.
This showed that its important cannot be over emphasized, our parents that are doing business apply math even though it is not written down in mathematical terms. But it is seen in the measurement they do in the process of
selling fabrics. No one can do without math as it is very vital in our daily lives.
REFERENCES
Abakpa, B.O & Iji, C.O., (2011). Effect of Mastery Learning Approach on Senior School Students’ Achievement in Geometry. Journal of the Science Teachers Association of Nigeria. 46(1), 165-176.
Adedeji,T & Ayeni, C.O (2007). Self-efficacy and the use of Electronic Information as Predictors of academic performance: Electronic Journal of Academic and Special Librarianship.8 (2), 112-124.
Ademo, D. A & Torubeli, V. A (2008). Self-Efficacy, Self-Concept & Peer Influence as Correlate of Academic Achievement among Secondary School Students in Transition. Pakistan. Journal of Social Sciences, 5(1), ISSN: 1683-8831
Adeyinka.T, Adedeji.T.,& Olufemi. S (2011). Locus control, interest in schooling and selfefficacy as predictor of academic achievement among junior secondary School students in Osun, Nigeria. New Horizons in Education, 59 (1).
Ali, A. (2006). Conducting research in education and the social sciences. Enugu, Nigeria: Tian Press.
Anderson, J. R & Lebiere, C. (1998). The atomic components of thought. N.J: Elbaum
Be the first to comment