99 | P a g e 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 100 | P a g e 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. 101 | P a g e 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 102 | P a g e 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 103 | P a g e 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 104 | P a g e 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) 320 105 | P a g e 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 106 | P a g e 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 107 | P a g e Ahmed, 1(1998): initial Development and Validation of Academic Self-Concept Public Report. 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