Emmanuel Asuquo Edoho, PhD, Opoh David Abua & Udobong David Morrison
Abstract
The purpose of this paper is to investigate the influence of self-concept on the performances of secondary school students in Mathematics in Calabar South Local Government Area of Cross River State-Nigeria. The research design used was Ex-post facto design. A sample size of three hundred and twenty (320) senior secondary school two (SS 2) students was examined. Self-concept questionnaire for teachers and Mathematics performance test for students were used in generating the data for the study. The reliability of the instrument was determined using Kuder-Richardson-20 which give 0.83. Two hypotheses were formulated to guide the study and the data collected were analysed using One Way Analysis of Variance and independent t-test. The major findings of the study showed that students with high self-concept perform academically better than those with average self-concept. Gender showed no significant difference in academic performance of students with high self-concept. It was therefore recommended that teachers should develop in their students’ positive self-concept towards Mathematics and pleasant teaching experiences to enhance higher self-concept and better performance in mathematics.