Investigation of the Effect of Students’ Attitudes and Motivation in Their Mathematics Performance in North-Central Zone of Nigeria
Ajayi Enock1*, Jeremiah Samuel Nyam2
Abstract
This study investigated the effect of students’ attitudes and motivation in their performance in Mathematics in North-Central Zone of Nigeria. The study adopted a correlational survey design with a sample of 1,200 senior secondary school students randomly selected from six states in the zone. Three research questions and three hypotheses guided the study. Data were collected using the Students’ Attitude and Motivation Questionnaire (SAMQ) and Mathematics Achievement Test (MAT). Descriptive statistics, Pearson correlation, and multiple regression analyses were used for data analysis. Results revealed a significant positive relationship between students’ attitudes toward Mathematics and their academic performance (r = 0.68, p < 0.05), as well as between motivation and performance (r = 0.61, p < 0.05). The joint contribution of attitude and motivation to students’ Mathematics performance was significant (R² = 0.59). The study concluded that positive attitudes and intrinsic motivation are strong predictors of students’ success in Mathematics. It was recommended that teachers employ motivational strategies and foster positive classroom environments to enhance students’ interest and performance in Mathematics.
Keywords:
Students’ Attitude, Motivation, Mathematics Performance, North-Central Nigeria, Academic Achievement
