RP-Department of Educational Communication and Technology

Permanent URI for this collection

https://repository.ku.ac.ke/handle/123456789/1398

Browse

Browsing RP-Department of Educational Communication and Technology by Subject "Affective Factors"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Effects of Student Confidence on Achievement in Mathematics among Secondary School Students in Ganze District Kilifi County Kenya
    (IJRISS, 2023-08) Mweni, Nickson Tsofa; O’Connor, Marguerite M.; Kerich, W.
    This article is based on a more extensive study that sought to establish the relationship between affective factors and students` achievement in mathematics. The article shares findings from the study objective to assess the effect of student confidence on achievement in mathematics. The descriptive survey research design on a sample size of 250 students used a mathematics confidence questionnaire and mathematics achievement test to collect quantitative data. The computational formula of the Pearson`s product moment correlation coefficient determined the null hypothesis, “there is no statistically significant relationship between student confidence and achievement in mathematics.” The study found a statistically significant positive correlation coefficient of between student confidence and achievement in mathematics. This implies that student confidence is directly proportional to achievement in mathematics. However, analysis based on gender differences contradicts the stereotype that males are always more confident than females. Males in mixed-boarding and mixed-day secondary schools indicated more belief than females, unlike in single-sex boarding secondary schools, where both genders showed similar belief towards mathematics. The study recommends mathematics teachers to guide students through solving mathematics problems for them to develop self-confidence for better achievement since student confidence is directly proportional to achievement in mathematics.
  • Thumbnail Image
    Item
    Relationship between Student Anxiety and Achievement in Mathematics among Secondary School Students in Ganze District Kilifi County Kenya
    (EANSO, 2023) Mweni, Nickson Tsofa; O’Connor, Marguerite M.; Kerich, Wilson
    This article is based on a bigger study which sought to establish the relationship between affective factors with students` achievement in mathematics. The article shares findings from the study objective to establish the relationship between student anxiety and achievement in mathematics. Descriptive Survey research design on a sample size of 250 students used a mathematics anxiety rating scale and mathematics achievement test to collect quantitative data. The computational formula of Pearson`s product-moment correlation coefficient (𝑟𝑥𝑦) determined the null hypothesis, “there is no statistically significant relationship between student anxiety and achievement in mathematics”. The study found that there was a statistically significant positive correlation coefficient of 𝑟𝑥𝑦 = 0.38 between student anxiety and achievement in mathematics. This implies that student anxiety is indirectly proportional to achievement in mathematics. However, analysis based on gender differences contradicts the stereotype that females are always of higher anxiety levels towards mathematics than males. Males in mixedboarding and mixed-day secondary schools indicated lower anxiety levels than females, unlike in single-sex boarding secondary schools where both genders indicated similar anxiety levels towards mathematics. The study recommends mathematics teachers have to build up friendly situation that avoids anxiety in a classroom environment for better achievement since student anxiety is indirectly proportional to achievement in mathematics.