Students' Mathematics Self-Concept and Motivation to Learn Mathematics: Relationship and Gender Differences among Kenya's Secondary-School Students in Nairobi and Rift Valley Provinces

Autor/inn/en	Githua, Bernard Nyingi; Mwangi, John Gowland
Titel	Students' Mathematics Self-Concept and Motivation to Learn Mathematics: Relationship and Gender Differences among Kenya's Secondary-School Students in Nairobi and Rift Valley Provinces
Quelle	In: International Journal of Educational Development, 23 (2003) 5, S.487-499 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/S0738-0593(03)00025-7
Schlagwörter	Females; Mathematics Achievement; Learning Motivation; Foreign Countries; Gender Differences; Teaching Methods; Secondary Education; Self Concept; Student Attitudes; Student Motivation; Correlation; Questionnaires; Student Surveys; Age Differences; Coeducation; Social Environment; Motivation Techniques; Mathematics Instruction; Secondary School Mathematics; Developing Nations; Educational Environment; Institutional Characteristics; Kenya + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Motivation for studies; Lernmotivation; Ausland; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarbereich; Selbstkonzept; Schülerverhalten; Schulische Motivation; Korrelation; Fragebogen; Schülerbefragung; Age; Difference; Age difference; Altersunterschied; Koedukation; Soziales Umfeld; Motivationsförderung; Mathematics lessons; Mathematikunterricht; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kenia
Abstract	Although scientific and technological developments are mathematics-based, many students continue to perform poorly in mathematics. This study investigated how students' mathematics self-concept (MSC) is related to their motivation to learn mathematics (SMOT) and gender differences in the two constructs. Out of 165,900 students in 256 secondary schools, 649 students in 32 randomly selected schools completed a validated, group-administered questionnaire whose [alpha]-reliability was 0.88 and 0.89 for MSC and SMOT, respectively. Results, at 0.05 [alpha]-level, show a statistically significant relationship between students' MSC and SMOT. MSC explained 63% of the variance in SMOT. Gender differences, favoring boys, in students' MSC and SMOT were significant with girls in co-educational schools being the most disadvantaged. The study concludes that students' MSC is related to SMOT and is differentiated by gender, grade level and school's social set up, and that boys perceive their success in mathematics more positively than girls. It recommends that educators enhance students' MSC and SMOT through regular feedback, using a variety of instructional approaches and media, creating students' interest in mathematics, making it relevant and increasing students' probability of success and satisfaction. Educators should introduce positive interventions in form 1 and should conduct further research to determine why girls, more than boys, detest learning mathematics. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10