Junior High School Learners’ Self-Concept, Challenges, and Performance in Mathematics
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 18, Issue 8
Abstract
The purpose of this study was to investigate the self-perception, difficulties, and mathematical performance of junior high school students at Datu Mitmug Memorial High School in Mapantao Lumba-Bayabao, Lanao del Sur, during the academic year 2022–2023. To investigate the association between these characteristics and junior high school students' mathematics performance, the study used a descriptive survey correlational methodology. Two hundred twenty-five learners in grades 7 through 10 made up the sample. The results showed that the students' overall proficiency in mathematics was satisfactory. Additionally, the students exhibited a positive self-concept in learning mathematics, particularly in the dimensions of learned, organized, and dynamic. Notably, the organized self-concept significantly influenced their performance in mathematics. Moreover, the study identified anxiety and lack of confidence as the main challenges faced by the learners, which significantly impacted their academic performance. As a recommendation, teachers were encouraged to implement positive reinforcement techniques in the classroom to address the mathematics learning gap and enhance students' self-concept. These interventions had the potential to improve students' performance and contribute to their overall mathematical achievement.
Authors and Affiliations
Ismael Andam, Omar Hussien
Keywords
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- EP ID EP758426
- DOI doi: 10.5281/zenodo.10957131
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