Correlates of senior secondary school students’ mathematics achievement
Correlates of senior secondary school students’ mathematics achievement

Summary/Abstract: This study examined mathematics self-efficacy, mathematics self-concept, mathematics anxiety, intrinsic motivation inmathematics, and extrinsic motivation in mathematics as correlates of mathematics achievement among 2500 seniorsecondary school year two students from 20 co-educational public schools in Lagos State of Nigeria using the quantitativeresearch method within the blueprint of the descriptive survey design of an ex-post facto type. Data collected wereanalysed using the descriptive statistics of mean, and standard deviation and inferential statistics of Pearson productmoment correlation and multiple regression analysis. Findings revealed that the five independent variables (mathematicsself-efficacy, mathematics self-concept, mathematics anxiety, intrinsic motivation in mathematics, and extrinsicmotivation in mathematics) jointly contributed a coefficient of multiple regression of .846 and a multiple correlationsquare of .715 to the prediction of senior secondary school students’ achievement in mathematics. By implication, 71.5%of the total variance of the dependent variable (mathematics achievement) was accounted for by the combination of thefive independent variables. Based on this study, it was thus, suggested that appropriate intervention strategies that couldimprove students’ mathematics self-efficacy, mathematics self-concept, mathematics achievement, and motivation tolearn mathematics but lessen their mathematics anxiety should be implemented in Nigerian senior secondary schools.

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