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SELF-CONCEPT, A DETERMINANT TO SUCCESS IN MATHEMATICS 

ACHIEVEMENT AMONG RURAL IN NKANU EAST LGA, ENUGU STATE 

NIGERIAN. 

 
1 EZE, HYACINTH OSONDU &2 ONAH, FESTUS C. 

1 Deputy Provost, Enugu State College of Education (Technical), Enugu. 
2 Department of Social Science and Humanities, Institute of Management and 

Technology, Enugu. 

 

 

Abstract 

This study investigated self-concept as determinant of success of rural students in 

mathematics achievement in Nkanu East LGA of Enugu State, Nigeria. A descriptive 

survey method was adopted. The population was N2500 students from Nkanu 

Secondary Schools. Traro Yameni (1969) formula was used to pick sample size of 320 

students, one research question and two hypotheses guided the study. 

Thequestionnaire adopted the modified Likert four point scales. Two lecturers, one 

from Department of Psychology, the other from Department of measurement and 

evaluation validated the instrument, using 100 students from Nike Grammar School. 

The reliability co-efficient was determined; using Crombach Alpha technique which 

yielded 0.89. The hypotheses was formulated and tested with Chi-square statistics at 

0.05, level of significance. The findings showed that sell concept significantly 

determine successes inmathematics achievement while gender also has such effect. 

The implications and recommendations were discussed. 

 

Keywords: Seat Concept; Deteruvent: Success Mathematics Achievement 

 

Introduction 
It has been a prevalent issue over the years that the level of student's achievement in 

mathematics has been considerably low among senior secondary schools in Enugu Stateand 

Nkanu East Local Government in particular. This problem has been attributed toobvious 

factors such as social, economic, religious and psychological under which self-concepts 

according t o Eze (2004) Shatiane (2002) finds expression. 

 

The literature on psychological assessment is flooded with studies on self-concept; and its 

related construct designated as self-esteem, self-efficacy, self-image and others; (Roda, 

Sanchez (2007), Anastasia & Urbina (2007), Dambulzo (2005). Intriguingly, there seems 

to be diverse opinions on the definition of self-concept. While some authors refer to it as a 

construct closely related to personality, that is a relatively stable and destructive pattern 

of behaviour that characterizes an individual and his or her reactions; to the environment 

(Kaplan and Saccuzzo (2005), Anasti Urbina (2007), Olunatayo (2011) Some others view 



 

 

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it as domain-specific evaluations of self. Mcleod (1999) Myers/ (2009) Madcharyo (2004) 

opined that self-concept is the set of perception or referencepoints that the subject has 

about him/herself, the set of characteristics, attributes, qualities and deficiencies, capabilities 

and limits, values and relationships that the person knows to be .descriptive of him/herself, 

and which he/she perceives as data concerning his/her identity putting it in plain language. 

Self-concept has to do with social competence since it influences how a person feels, how 

he or she thinks learns values himself or herself, relates to others and ultimately, how he or 

she behaves. 

 

Clark (2000) considered self-concept to comprise various dimensions, areas or facets in 

academic and non-academic components. Academic self-concepts is divided into self-

concept in particular subject areas (Mathematics and English etc). While non -academic is 

divided into social, economical, and physical self-concepts, marsh (2000) latter test the 

academic self-concept portion of the Shavelson, Hubnor and Stanton (1976) model and 

concludes that the model is supported when it is limited to self-concepts in academic core 

subjects as mathematics and English Language. 

 

However, in the context of this study, self-concept is defined as the way an individual 

thinks, feels, acts values and evaluates self in relation to achievement in Mathematics, It 

is upon this backdrop that this research studies the self-concept as a determinant to 

student's achievement in mathematics in Nkanu East Local Government Area of Enugu 

State Nigeria. 

 

Statement of the Problem 

It appears the question of whether relationship exists or does not exist between self-

concept and achievement has not been concisely answered because existing theoretical 

and empirical studies have produced diverse and contradictory results. Similarly, the 

issue of gender differences in self-concept and achievement in mathematics has not 

been resolved and therefore subject to further studies. A large body of literature has also 

reported the relationship between gender and self- concept and consequently academic 

achievement. Some authors, Eze (2004), Obinna (2000) report that boys seem to have a 

more positive self-concept in a number of dimension such as mathematics and general self-

esteem that do girls. Relatedly, others Ugo (2008), Bakare (2001) reported differences hi 

strengths of relationship between self-concept and achievements Johnson Smaragali and 

Johnson (1995). Furthermore, others found that boys showed significantly higher 

mathematics and self-concept than girls (Mango &Eikeland (1978). In recent research in 

Enugu, Anigbo (2016) identified teacher factor, student factor, instructional strategy to 

have significant relative effects on mathematics. In sum, therefore, the issue remains thus; 

does self-concept determine success in mathematics achievements? Does gender 

difference determine success in mathematics achievements? Does gender difference 

determine success in. mathematics achievements? The answers still remain ambiguous. 



 

 

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This ambiguity forms the worry of this research. The outcome of this study should provide 

concise answers to the questions raised. 

 

Research Question 
To what extent does self-concept determine success in mathematics achievement? 

 

Hypotheses 
HO1: Self-concept does significantly determine success in mathematics achievement. 

HO2: Gender does not significantly determine success in mathematics achievement 

 

Delimitation of the Study 
This study was limited to students in Nkanu East Local Government Area Senior Secondary 

School (SSI) those who just passed out from external examinational of Junior Secondary 

School Examination in Enugu State. 

 

Methodology 
This study adopted the descriptive survey research design. The populationconsisted of all 

the 2500 students in public secondary schools in Nkanu East Local: Government of Enugu 

State Nigeria comprising Nike Garmmar School (240), Abakpa Girls (300), St. Patrick's 

Emene (300), Ugwuogo Community (260), Trans-Ekulu Girls (320), New Haven Boys 

(28), Ugwuomu Community (240), Ubahu Community (200)/ and Command secondary 

school (28). The stratified random sampling technique wasused to select sample for the 

study. The sample size of 320 was determined using TraroYamane (1967) formula Eboh 

(2009) applying Bowley's Proportional allocation formula, the sample size for each category 

of the respondents was determined, Nike Grammar; School (34), Abakpa Girls (51), St. 

Patrick Emene (48), Ugwogo Community Secondary School (28), Trans-Ekulu Girls (46), 

New haven boys (36), Community Secondary School Ugwuomu (34), Ubahu Community 

Secondary School (22) and Command; Secondary School (31). A total of 320 respondents 

were accessed through primary and secondary sources. Some students were also 

interviewed. A self-constructed questionnaire titled "Self-concept, a determinant of 

success in Mathematics questionnaire (SDSMG)" was used to elicit information from the 

respondents. The instrument consists of two sections - A and B. Section A consists of 

demographic information while section B contained 8 items on the extent to which self-

concepts determine achievement in: mathematics in Nkanu East Local Government Area 

of Enugu State Nigeria. Tb modified Likert scale format viz: To a very high extent (4 

points), to a high extents (3points), to a low extent (2 points) and to a very low extent (1 

point). The questionnaireitems were validated by experts in the Department of Educational 

Management andMeasurement and Evaluation, using 100 students from Nike Grammar 

School of EnuguState, the reliability co-efficient was determined using Cronbach's 

Alpha techniquewhich yielded 0.85. A teacher in each school assisted in administering the 

questionnaire. The questionnaire was collected on the spot with T-test analysis of the 



 

 

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hypothesis of tin study was formulated and tested at 0.05 level of significance and 2 degree 

of freedom. 

 

Data Presentation and Analysis 
The research Question: To what extent does self-concept determine success in 

Mathematics in secondary schools examination? 

Table I; Respondents Responses on Self-concept as a determinant of success in 

Mathematics Examinations: 

Items No of 

Respondents 

(Very High 

Extent) 

No of 

Respondents 

(High Extent) 

No. of 

Respondents 

(Low extent) 

No. of 

Respondents 

(Very Low 

Extent) 

Total 

1 44 112 116 92 320 

2 55 120 108 92 320 

3 39 138 109 34 30 

4 34 242 98 47 320 

5 56 278 86 -- 320 

6 48 129 97 46 320 

7 50 133 86 57 320 

Total 292 951 700 368 2240 

Mean 36.5 118.9 87.5 46.00  

 

In table I above, the very high extent group had a mean score of 36.05 representing 

12.6 percentage; the High extent had mean of 118.9 with 41,5%, The low extent had mean 

of 87.5 and a percentage of 30.29, while the very low extent mean is 46 and a percentage 

of 15.92. 

 

Test of Hypotheses 
HO: Self-concept does significantly determine success in Mathematics achievement. 

HO: Gender does not significantly determine success in Mathematics achievement. 

 

Hypothesis One 
1. I feel bad about Mathematics 

2. Mathematics subject is difficult 

3. I fear Mathematics 

4. Am usually anxious about Mathematics 

5. I was not encouraged at home 

6. My preference is Arts 



 

 

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7. Mathematics teachers are not friendly. 

 

Hypothesis II 
1. View Mathematics as male dominated Subject. 

2. Mathematics is not good for girls 

3. Mathematics lead to male jobs 

4. Males are encouraged more to do mathematics. 

5. In school I consider what I want to be in future in choice of subject. 

6. Mathematics related jobs could affect my marriage 

7. We hear that Mathematics could run one mad. 

 

Hypothesis One 
HO1: Self-concept dose not significantly determine successes in mathematics. 

S/NO. VHE HE VLE LE TOTAL 

1 44 

(50.6) 

112 

(147.6) 

92 

(57.1) 

116 

(108.7) 

364 

      
2 55 

(52.1) 

120 

(152/1) 

02 

(58/8) 

108 

(11-9) 

320 

      
3 39 

(44.5) 

138 

(129.7) 

34 

(50.2) 

109 

(95/5) 

320 

      
4 34 

(44.5) 

141 

(129.7) 

47 

(50.2) 

98 

(95.5) 

320 

5 56 

(44.5) 

178 

(129.7) 

(50.2) 86 

(95.5) 

320 

      

6 48 

(44.5) 

129 

(129.7) 

46 

(50.2) 

97 

(95.5) 

320 

      
7 50 

(45.3) 

133 

(132.2) 

57 

(51.2) 

86 

(97.3) 

326 

TOTAL 362 951 368 700 2345 

 

 

 



 

 

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X2cal = ∑(01 – e l )2 

        El 

X2cal = (44 -50.6)2   +   (112-147.6)6   +   (112-147.692-57.1)2   +   (116-108)2  +          

50.6         147.6     57.1         107.8  

(355-52.1)2   +   (120-152.1)2    +    (92-58.8)2     +   (108-111.9)2    +  

  52.1              152.1        58.8            111.9     

 (39-445)2     +   (141-129.7)2     +    (34-50.2)2     +   (109-95.5)2    +    44.5                 

129.7         50.2              95.5  

 

 (34-44.5)2     +   (141-129.7)2     +    (47-50.2)2     +   (98-95.5)2    +   144.2                 

129.7            50.2         95.5  

 

 (48-44.5)2     +    (129-129.7)2     +    (46-50.2)2     +   (97-95.5)2    +     44.5                 

129.7            50.2         95.5 

 

 (50-45.3)2      +   (133-132.2)      +    (57-51.2)2     +   (86-97.3)2         45.3                 

132.2            51.2         97.3   

X2cal = 0.86+9.59+21.33+0.48 

+0.16+6.77+18.75+0.14 

+0.68+0.53+5.23+191 

+2.48 +0.98 +0.20 +0.07 

+2.97+17.99+50.2+0.95 

+0.28+0.003+0.35+0.02 

+ 0.49+0.005+0.66+1.31  

X2cal = 31.26 +25.82 +3.73 +72.11 0.653 +2.465  

-X2cal =144.388, d.f- (r-1) - (c-1) = (7-1) (4-1) = 6 x 3 = 18 at 5% level of sign. 

X2 critical value =31.53 

Decision Rule: if x2cal > x2 critical value 

Then Reject H0 

Conclusion: H0 rejected, hence self-concept is significantly a determinant to successes 

in mathematics. 

Ho2: Gender does not significantly determine successes in mathematics. 

S/N VHE HE VLE LE TOTAL 

1. 55(43.33) 120 (134) 64 (55.67) 81 (86.67) 320 

2. 39(45.33) 138 (134) 34(55.67) 109 (86.67) 320 

3. 34(45.33) 141 (134) 47 (55.67) 98 (86.67) 320 

4. 50 (45.33) 100(134) 50(55.67) 60 (86.67) 320 

5. 50(45.33) 133(134) 57 (55.67) 80 (86.67) 320 



 

 

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6. 44(45.33) 102(134) JJ2(55.67) 92(86.67) 320 

TOTAL 272 804 334 520 1920 

 

X2cal = ∑(01 – e l )2 

          El 

X2cal = (55 -45.33)2   +   (120-134)2   +   (64-55.67)2   +   (81-86)2    

        45.33         134                  67                  57.1   

          +  (39 -45.33)2   +   (138-134)2   +   (34-55.67)2   +   (109-86.67)2    

  45.33          134        55.67              86.67  

          +  (34 -45.33)2   +   (160-134)2   +    (50-55.67)2   +   (80-86.67)2    

  45.33         134        55.67              86.67   

2.06 + 1.46 + 1.25 _ 0.37  

X2 = 0.88 + 0.12 + 8.4 + 5  

+2.83 + 0.37 + 1.35 + 1.48  

+0.48 + 5.04 + 0.58 + 8.21 

+0.048 + 0.01 + 0.03 + 0.51  

+0.05 + 7.64 + 12 + 45 + 0.33 

X2Cal = 5.14 +15.18 ++6.03+14.31+1.03+20.47 

X2cal-62.14 

X2 critical value « 27.49 

Decision Rule: if x2cal > x2 critical value 

Reject Ho, otherwise accept. 

D.F = (r-1) (c-1) = (6-1) (4-1) = 5 x 3 =15 at 5% level of significant = 62.14 > 27.49 

We then reject H0 and then accept alternative. 

 

Conclusion: gender does significantly determine successes in mathematics. 

 

Results 
The table one presents the result of the hypothesis which postulated that self concept does 

no significantly determine success in Mathematics was rejected. Hench, self-concept is 

significantly a determinant to success in mathematics. The result implies that the way 

student perceive self-influences then success in Mathematics. The resultsupports Eze 

(2004), Hassan (2000), Banyard and Grayson (2000), Anastasia and Urbi (2007) Bowing 

(2000). This is mainly because many youths tend to fear Mathematics(Ugo, 2007), 

Marsh (2000). Hypothesis two, which states that gender does not significantly 

determine success in mathematics. The analysis of the data showed that the Hypothesis 

was rejected, then the analysis of the data showed that the hypothesis was rejected, then 

the alternative upheld, that Gender significantly determine Success in Mathematics. The 

Result confirmed recent studies by Ezewu, 2002) using Nigeria Secondary Students that 

is male students to achieve higher in Mathematics that the Females. A possible 



 

 

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explanation for this result could be that the sex of the learner per se, after all has something 

to do with learner's achievement on a given subject. It appears that other factors than sex 

may not have significant role in determining success in mathematics. Though this result 

did not support Wozencraft, which stated that whether girl scores better or boy scores 

better would depend on which boy or which girl we are talking about. 

 

This finding has indicated that sex of the leaner per se, after all significantly determine 

success in Mathematics. If other factors are studied, it could be given a clearer picture, but 

this study has shown that success in Mathematics could be attribute to physiological sex 

make up of the learner. 

 

This implication is that Nigerian teachers should engage in meaningful orientation, 

counselling and awareness campaign that will lead to development of positive self-

concept and gender inclination that the much talked about technology can be achieved. This 

is because Mathematics is fundamental to technology development. 

 

Conclusion  

The importance of research in the academic achievement of students specifically 

Mathematics cannot be over-emphasized. Most of the new product and services that 

people are enjoying at present were research in mathematics, and its usage could provide 

a breakthrough in development of the country. The study reveals that achievement in 

Mathematics depends on self-concept and gender. The core consequences of this -

concept are low and self-esteem, misconception of the subject and failure in 

mathematics. 

 

Recommendation 

Based on the findings, of this study, the following recommendation arrived at 

improving achievement in mathematics was made,  

1. Government should properly trained qualified teachers in Mathematics to 

helpstudents. 

2. People should engage in more researches that would feed the government and 

private sector with useful information for improvement in self-concept of the 

youths. 

3. Institutions should enlighten teachers on the importance of self -concept 

onstudent achievements. 

4. Teachers should be transparent in the teaching and examinations in Mathematic 

5.  Schools should be research inclined in order to come up with solutions to the 

numerous problem facing the country. 

 

 

References 



 

 

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