Self-concept and Performance of Secondary School Students in Mathematics
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Bibliographic record
Abstract
The study investigated the relationship between self-concept and performance in Mathematics as well as theinfluence of gender on self-concept and performance in Mathematics. 320 SS1 students (male=160, female=160)were used for the study. They were selected from 16 secondary schools (urban=8, rural=8) in eight localgovernment areas of Ekiti State. Random sampling was used to select the local government areas, while stratifiedrandom sampling technique was used to select the schools and the participants. Data were collected using a20-item self-concept questionnaire and a 30-item multiple-choice Mathematics Achievement Test with reliabilitycoefficients of 0.74 and 0.83 respectively, and analysed using Pearson product moment correlation and t-teststatistics, tested at 0.05 level of significance. The results showed that self-concept moderately correlated withperformance in Mathematics, while gender had no significant influence on self-concept and performance inMathematics. However, the mean scores of male and female students in Mathematics were below average. It wassuggested that teachers should develop in their students positive self-concept towards Mathematics and pleasantteaching experiences to enhance higher self-concept and better performance in mathematics.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it