FACULTY OF EDUCATION

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    The relationship between mathematics self-efficacy and achievement in mathematics
    (Elsevier, 2009) Aremu, A.; Tella, A.
    This study examined the relationship between Mathematics Self-Efficacy and achievement in Mathematics. Three hundred and fifty-two (352) Senior Secondary 2 students in Oyo State were used for the study. Three hypotheses were used. The results show no significant difference between male and female achievement in Mathematics. Also, no significant difference was also obtained between male and female Mathematics Self-Efficacy and Mathematics achievement. The paper recommend that teacher should find ways of enhancing Mathematics Self- Efficacy in student and should place emphasis on student’s confidence to succeed in Mathematics achievement.
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    The relationship between gender, age, mental ability, anxiety, mathematics self-efficacy and achievement in mathematics
    (Academic World Education & Research Center, 2009) Aremu, A. O.; Tella, A.
    This study examines the relationship between gender, age, general mental ability, anxiety, mathematics self-efficacy and achievement in mathematics among senior secondary school students in Oyo State, Nigeria. Using multiple regression (stepwise) statistical procedures on the data collected from 1,099 SS2 students, results reveal that mathematics self-efficacy, gender and anxiety have significant correlations with student's achievement in mathematics. Mathematics self-efficacy is the best predictor of mathematics achievement followed by gender and anxiety. The need for educational stakeholders and curriculum planners to design programmes that will enhance mathematics self-efficacy of students was discussed.
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    "Mathematics self-efficacy, test anxiety and attitude towards mathematics: relationship to mathematics achievement among secondary school students "
    (Department of Educational Management, University of Ibadan, 2010-01) Ogundokun, M.O..; Yinyinola, W.l
    "The study examined the relationship among mathematics self-efficacy, test anxiety and attitude towards mathematics on mathematics achievement of secondary school students. A sample of 200 senior secondary school 2 (552) students participated. Their age ranged between 12 and 17 years with mean age of 14.5 years. Data collected involved the use of three valid and reliable instruments to assess mathematics self-efficacy, test anxiety and attitude towards mathematics while mathematics achievement test was used as a measure of achievement. Multiple regression analysis was used to treat the data. The results obtained indicated that mathematics self-efficacy, attitude towards mathematics and test anxiety were potent predictors mildly associated to mathematics achievement. The implications of the findings for counselling practice, teachers and other stakeholders to promote positive attitudes towards mathematics were discussed. "