ACHIEVEMENT MOTIVATION AND SELF-CONCEPT AS CORRELATES OF INTEREST AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE

Abstract

This study examined achievement motivation and self-concept as correlates of interest and academic achievement in Mathematics among senior secondary school students in Anambra State. A correlational research design was adopted. The sample comprised 600 Senior Secondary School II (SSII) students drawn from five local government areas in Awka Education Zone. Data were collected using three instruments: Achievement Motivation Scale, Five-Factor Self-Concept Questionnaire, and Mathematics Students’ Interest Inventory. Six research questions were answered and six hypotheses were tested at the 0.05 level of significance. Reliability was established using Cronbach’s alpha, yielding coefficients of 0.753, 0.771, and 0.659 respectively. Data were analyzed using Pearson Product Moment Correlation and multiple regression analysis. Findings revealed a significant positive relationship between achievement motivation and students’ interest as well as academic achievement in Mathematics. Self-concept also showed a significant positive relationship with both interest and academic achievement. The joint influence of both variables significantly predicted students’ interest and performance, with slight gender differences observed. The study concluded that achievement motivation and self-concept are key determinants of students’ interest and academic success in Mathematics and recommended strategies to enhance motivation and positive self- concept.