FRIENDSHIP GROUP, ATTITUDE AND SELF … science... · expectation as predictors of senior secondary...

Journal of Research in Pure and Applied Sciences Volume 5 Number 1 December 2015 00

FRIENDSHIP GROUP, ATTITUDE AND SELF-EXPECTATION AS PREDICTORS

OF SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN SELECTED

MATHEMATICS CONCEPTS

by

Imoni Omoneme Angela

Department of Mathematics,

Michael and Cecilia Ibru University

Agbara-Otor, Delta State

Abstract

The study was carried out to examine the plausibility of friendship group, attitude and self-

expectation as predictors of senior secondary school students’ performance in selected

mathematics concepts.The study adopted a survey research design hence data were obtained

from primary sources. The population of the study consists of students from Senior

Secondary Schools in Ibadan North Local Government Area of Oyo State. Using a purposive

sampling technique, twelve (12) secondary schools in Ibadan North Local Government Area

of Oyo state which consist of both private and public Secondary Schools were randomly

selected. The study made use of one (1) intact class of students randomly selected from each

of the twelve (12) secondary schools used. This made a total of three hundred and eighty five

(385) students that were involved in the study. Two research instruments titled ‘Students

Mathematics Achievement Test’ (SMAT) and ‘Questionnaire on Friendship Group, Attitude

and Self - expectation in Mathematics’ (QFGASM) were deployed for data collection. Data

collected were analyzed with the aid of the SPSS software while the hypotheses formulated in

the study were subjected to test using the Pearson Correlation at a 5% significant level. The

study revealed that students’ friendship group and students’ self-expectations had a negative

but insignificant relationship with achievement in mathematics. The study further finds that

students’ attitude towards mathematics had a positive and significant relationship with

achievement in mathematics. The study recommends amongst others that teachers should use

different methodologies in order to change students’ attitude towards the positive direction in

handling mathematics problems.

Keywords: Friendship Group, Attitude, Self-expectation, Academic Achievement.

Background to the Study

Proficiency in mathematics is seen as an essential precursor to success in modern society

(Mata, Monteiro, & Peixoto, 2012). In Nigeria, the guidelines set by the Ministry of

Education regarding Mathematics curricula, tasks, evaluation, and workload, reflect this

concern as the subject is made compulsory and used in everyday life (NPE, 2004; FRN,

2008). Suffice to say though that Mathematics has a public image of being a difficult subject

understood only by a few. Furthermore, it is seen as a filter that hinders students from

pursuing their career aspirations (Ernest, 1994; Ajayi, Lawani & Adeyanju, 2011).

Journal of Research in Pure and Applied Sciences Volume 5 Number 1 December 2015 Page 101

A number of authors have shown that students’ academic achievement or success depends on

the quality of their teachers and learning facilities. There are however, other very important

factors that can act as predictors of students’ performance. These factors include friendship

groups, the students’ attitude towards a particular subject and self-expectation of students

towards their performance in different subjects (Edwards, 2004; Ajayi, Lawani, & Adeyanju,

2011).

Pahl (2000) offers a definition of friendship as a relationship built upon the whole person and

aims at a psychological intimacy, which in this limited form makes it, in practice, a rare

phenomenon, even though it may be more widely desired. It is a relationship based on

freedom and it is a guarantor of freedom. There are several ways in which friends may be

expected to have positive impact on students’ educational performances (Crosnoe, Cavangh

& Elder, 2003). For example, friends can offer help with homework or impart information

about the best teachers and the most important subjects to take to get admitted into higher

institutions. By establishing norms that can legitimise academic behaviors such as studying

hard, friends may provide a positive endorsement of individuals’ own academic efforts.

Friends’ knowledge and academic skills represent a potential source of social capital for

adolescents, since students are willing to accept information or advice from their friends as

trustworthy sources (Hallinan & Richards, 1990). As students work and struggle to master

cognitively demanding curricula, friends may offer encouragement.

Researches that have carefully considered selectivity bias, have found that friends’ attitudes

and behaviors remain an independent influence on students’ experiences because individuals

who may be brought together initially because of shared characteristics nevertheless

influence one another via continued association and become even more similar over time.

(Haynie, 2001; Kandel, 1996). For all these reasons, one would expect that having friends

with high levels of academic performance would be positively related to students’

performance in selected mathematics concepts such as surd, quadratic equations and so on.

Focus on circles of friends and acquaintance is not seen as contextual influences but as

proximal environments of interpersonal interaction and influence. This has demonstrated the

influence of friends in school on academic performance, aspirations for higher institutions

and educational attainment (Hallinan & Maureen, 1983). In a study of peer effects on

standardized achievement scores, for example, Epstein (1983) found that both initially low-

and high- scoring students who had high- achieving friends had higher scores a year later

than similar students with low scoring friends.

On the other hand, Attitude as a concept is concerned with an individual’s way of thinking,

acting and behaving. Attitudes are psychological constructs theorized to be composed of

emotional, cognitive, and behavioral components. Attitudes serve as functions including

social expressions, value expressive, utilitarian, and defensive functions for the people who

hold them (Newbill, 2005). Attitudes are connected to Bandura’s (1971) social cognitive

learning theory as one of the personal factors that affect learning. It has very serious

implications on the immediate social group with which the individual learner relates and the

entire school system. Attitudes are formed as a result of some kind of learning experiences,

which is an ongoing evaluative process. Attitudes are not directly observable but rather are

inferred from the objective and evaluative responses a person makes.

Attitude towards mathematics plays a crucial role in the teaching and learning processes of

mathematics. It affects students’ achievement in mathematics. The teaching method, the

Omonmene Angela


support of the structure of the school, the family and students’ attitude towards school affect

the attitudes towards mathematics. Usually, the way that mathematics is represented in the

classroom and perceived by students, even when teachers believe they are presenting it in

authentic and context dependent way stands to alienate many students from mathematics

(Barton, 2000; Furinghetti & Pekhonen, 2002). Attempt to improve attitude towards

mathematics at lower level provides base for higher studies in mathematics. It also causes

effect in achievement of mathematics at secondary school level (Ma & Xu, 2004).

Attitude is based on value and belief, as well as varying degree of factual knowledge (Mullis,

Martin, Gonzalez, Conner, Chrostowski, Gregory, Garden & Smith, 2001). Studies centering

on students attitudes towards mathematics study have received increasing attention. Studies

have shown that factors such as motivation and attitudes have impacted student’s

achievement. (Cote & Levine, 2000; Singh, Granville & Dika, 2002). It is generally believed

that students’ attitude towards a subject determines their success in that subject. In other

words, favorable attitudes result to good performance in a subject. A student’s constant

failure in a school subject and mathematics in particular can make him to believe that he can

never do well on the subject thus accepting defeat. Conversely, his successful experience can

make him to develop a positive attitude towards the subject. It has in fact been confirmed that

effective teaching strategies can create positive attitude on the students towards school

subjects (Balogun & Olarewaju, 1992; Olowojaiye, 2000). To change attitudes, the new

attitudes must serve the same function as the old one.

Kulm (1980) suggests that ‘it is probably not possible to offer a definition of attitude towards

mathematics that would be suitable for all situations, and even if one were agreed on, it

would probably be too general to be useful’. In this way, definition of attitude assumes the

role of a ‘working definition’ (Daskalogianni & Simpson, 2000).

Another factor that may influence students’ academic performance in Mathematics is Self-

expectation. The interest in students’ level of achievement has led to greater examination of

self-expectation as it facilitates such performances. Expectations are the strongest predictors

of students’ performances in school, implying that if students have strong beliefs that they

will accomplish a particular skill or goal, they are more likely to succeed in that attainment.

Self-expectation could be viewed as a person’s belief that something should happen a

particular way, or that someone or something should have particular qualities or behavior. It

could also be regarded as a belief in a person as someone who is able to seek his own

solutions for his problems (Schoenfeld, 1989). The person is capable of self-direction, and his

performance outcomes are affected by his personality or self-concept. Rogers (1959) further

observes that when a person’s view of himself changes, his behavior and performance

changes accordingly.

Our belief about ourselves may be closely related to our ability to learn and achieve

academically. Some people for example, have problem with their working lives, not

necessarily because of low intelligence or poor bearing or even poor motivation, but because

they believe they are inadequate to carry out the duties assigned to them. How well or poorly

people perform in school or workplace depends not only on how capable they actually are,

but also on how capable they feel they are. Whether self-expectation is psychologically

healthy or unhealthy, educationally productive or counter productive, students cling to their

own self-expectations and acts accordingly. Students, who have learned over a lengthy period

to see themselves as stupid, will experience considerable anxiety over their own successful

Friendship group, attitude and self-expectation as predictors of senior secondary school…


performance. Several studies have indicated that students who have learned to expect failure

are even likely to sabotage their own efforts when they meet unexpected success. (Aronson &

Carl, 1962; Curtis, Zanna & Campbell, 1975; Mette, 1971). Jeslid (1952) concluded that

students are active in maintaining their self-pictures even if by misfortune the picture is a

false and unhealthy one. Being right, even about negative feelings toward oneself can be

satisfying.

It is likely that students will have self-expectations and beliefs based on prior achievement.

When individuals have a strong belief in their ability to achieving the goal so ultimately,

success will be attained. Self-belief is a powerful motivator. Tavani and Losh (2003)

measured several psychological variables related to the academic performance of secondary

school students. Unsurprisingly, student expectations strongly predicted achievement.

Statement of the Problem

Reports from examining bodies such as WAEC, NECO, NABTEB, JAMB etc have revealed

over the years that a high percentage of secondary school students continue to perform poorly

in mathematics examinations. A number of studies have examined factors influencing

students’ academic performance in different subject areas. These include school facilities

(Amedu, 2014; Uwameiye, 2015) teaching methods (Nworgu & Otum, 2013; Ogheneakoke,

2014); poor implementation of school curriculum (Babafemi, 2007; Ibukun, 2004). While

these factors have effect on students’ academic performance, not much has been studied on

the combined effects of students’ friendship groups, attitude and self-expectation on

academic achievement in Nigeria with emphasis on mathematics; hence the need for further

research that seeks to characterize and understand different variables which may influence

student performance. This will help to make possible strategies for future action in schools,

families, and communities, in order to bring about an improvement in the failure rate in math.

Friendship groups are groups’ involving friends who share a particular goal. Similarly, the

place of students’ attitude towards a school subject especially mathematics deals with the

students’ positive or negative emotional disposition, which leads to the concept of students

self-expectations regarding mathematics which basically deals with students strong beliefs

regarding the subject (Mathematics). As a result of these factors, this research is aimed at

investigating the extent to which friendship groups, attitudes and self-expectations would

predict Senior Secondary Students’ performance in some selected mathematics concepts in

Ibadan North Local Government Area of Oyo State.

Research Questions

The study will provide answers to the following research questions.

1) To what extent would students’ friendship groups explain students’ achievement in

mathematics?

2) To what extent would students’ attitude to mathematics explain students’ achievement in

mathematics?

3) To what extent would students’ self-expectations in mathematics predict students’

achievement in mathematics?

Objectives of Research

Omonmene Angela


The objectives of this research are to:

1. Examine to what extent students’ friendship group explains students’ academic

performance in mathematics;

2. Find out to what extent students’ attitude to mathematics would predict students’

achievement in mathematics; and

3. Ascertain to what extent students’ self-expectation in mathematics would predict

achievement in mathematics.

Research Hypotheses

Ho1: There is no significant relationship between friendship group and students’ achievement

in mathematics.

Ho2: There is no significant relationship between students’ attitude to mathematics and their

achievement in mathematics.

Ho3: There is no significant relationship between students’ self-expectations in mathematics

and their achievement in mathematics.

Method and Materials

Research Design

This study adopted the correlational type of descriptive survey research design. This design is

appropriate so as to find the relationships between the variables in the study. The study is also

a cross-sectional survey as a number of schools were covered in the study.

Population

The population used for this study was students from Senior Secondary Schools in Ibadan

North Local Government Area of Oyo state.

Sample and Sampling Technique

The schools used for this study were Senior Secondary Schools that were randomly selected.

Twelve Secondary Schools in Ibadan North Local Government Area of Oyo state which

consist of both private and public Secondary Schools were used. SS II students were used for

the study. The choice of class was made because the students have successfully succeeded in

selecting their friends, they are matured and are more organized at that level. This study made

use of one (1) intact class of student who were randomly selected from each of the twelve

(12) Secondary Schools used. This made a total of three hundred and eighty five (385)

students that were involved in this study.

Research Instrument

Two research instruments were used for this study. They are

1) Students Mathematics Achievement test (SMAT).



2) Students’ Questionnaire on Friendship group, Attitude and Self expectation in

mathematics: It consists of sub scales which includes:

i) Students’ Friendship Group Scale (SFGS).

ii) Students’ Attitude towards Mathematics Scale (SATMS).

iii) Students’ Self-Expectation in Mathematics Scale (SSEMS).

The achievement test was used to measure students’ performance in some selected

concepts in mathematics and it was made up of 25 multiple choice objective questions,

which were drawn from selected topics in SS II mathematics textbook. The researcher

ensured that all the questions which were drawn have been taught and each question was

made up of four options A-D.

The Students’ Questionnaire on Friendship Group, Attitude and Self-Expectation in

Mathematics consists of two sections. Section A was made up of the students’ personal data.

They include name, class, school type and sex. Section B was made up of 20 questions on

Students’ Friendship Group Scale (SFGS), Students’ Attitude towards Mathematics Scale

(SATMS) and Students Self-Expectation in Mathematics Scale (SSEMS). The 4 point rating

scale was based on Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree

(SD).

Procedure for the Study

The schools were visited during the normal school hours and permission was taken from the

principal in each of the twelve schools on the day and time to administer the achievement test

and the questionnaire. The researcher sought the assistance of 12 mathematics teachers in

each of the twelve schools, who served as the research assistants. The research assistants

were told to administer the achievement test first, after which the questionnaire will be

administered on the same set of students. The achievement test and questionnaire were

administered to 385 students who were in SS II. The 385 students were randomly selected

from both private and public secondary schools.

Method of Data Analysis

Data was analyzed using the SPSS while the hypotheses formulated in the study were

subjected to test using the Pearson Correlation at a 5% significant level.

Omonmene Angela


Data Analysis and Interpretation

Table 1: Relationship of Friendship group, Attitude and Self-Expectation with

Students’ Achievement in mathematics

Achievement

Friendship

Group

Attitude Self-

Expectation

Pearson Achievement

Correlation Friendship Group

Attitude

Self-Expectation

1.000

-.053

.102*

-.070

-.053

1.000

.324

.434

.102*

.324

1.000

.424

-.070

.434

.424

1.000

Sig. Achievement

(1-tailed) Friendship Group

Attitude

Self-Expectation

.

.150

.022

.086

.150

.

.000

.000

.022

.000

.

.000

.086

.000

.000

.

*Significant at p < 0.05

The table shows the relationship among the variables. It can be observed that Academic

achievement and Friendship Group have a negative relationship (r=-0.053); Academic

Achievement also has a negative relationship with Self-Expectation (r=-0.070) and positive

relationship with Attitude (r=0.102). The table further reveals that Friendship Group has a

positive relationship with Attitude (r = 0.324) and Self-Expectation (r = 0.434). Attitude also

has a positive relationship with Self Expectation (r= 0.424) while Friendship Group has a

positive relationship with Self-Expectation (r=0.434).

Test of Hypotheses

Ho1: There is no significant relationship between Friendship Group and Students’

Achievement in Mathematics.

Table 1 shows that friendship group has negative relationship with students’ achievement in

Mathematics (r = -.053; p= 0.150). The significant/probability value (PV) = 0.150> 0.05 level

of significance therefore we accept the null hypothesis and conclude that Friendship Group

does not significantly impact on Student’s Academic Achievement in Mathematics.

Ho2: There is no significant relationship between students Attitude to Mathematics and their

Achievement in mathematics.



In testing this hypothesis, we subject the variables Students’ Attitude to Mathematics and

Achievement in Mathematics to test using the Pearson correlation. From the table, students

attitude to Mathematics has a positive and significant relationship, (r = .102; p=0.022) p value

is < 0.05. This means that as students’ attitude towards mathematics improves, their

achievement in the subject also improves. Hence, the null hypothesis is rejected and the

alternative accepted which implies that Students’ Attitude towards Mathematics influences

their performance.

Ho3: There is no significant relationship between Students’ Self-Expectation in Mathematics

and their Achievement in mathematics.

Results from the table shows a negative, very weak relationship which is not significant

between students self-expectations and achievement in Mathematics (r = -.070; p= 0.086) p

value >0.05. Hypothesis is therefore accepted and concludes that there is no significant

relationship between Students’ Self-Expectation in Mathematics and their Achievement in

mathematics.

Discussion of Findings

The study revealed that students’ friendship group had a negative but insignificant

relationship with students’ achievement in mathematics. This was evident in the works of

Whicker, Boll and Nunnery (1997) and Yamaguchi (2003) whose study of cooperative

groups in Secondary School mathematics found that their students disliked having groups

pre- assigned and permanent and suggested alternating group membership. Contrary to these

findings was the view of Mulryan (1994), who interviewed students in Secondary School

mathematics classrooms, which was designed to guage the consistency of their understanding

of the process of cooperative work with that of their teacher.

The result of the findings also revealed that students’ attitude towards mathematics had a

positive and significant relationship with achievement in mathematics. This is consistent with

the findings of Zan and Martino (2007) and Ma and Xo (2004) who carried out a research on

attitude in mathematics education, and found that “attitude” played a crucial role on learning

mathematics but that the goal of highlighting a connection between positive and negative

mathematics achievement have not been reached conclusively. Furthermore, the study

revealed that students’ self-expectations had a negative but insignificant relationship with

achievement in mathematics. The Pygmalion Effect asserts that “one’s expectation about a

person can eventually lead that person to behave and achieve in ways that confirm those

expectations. Also when it comes to school, many students with learning difficulties

experience doubts about their abilities (Sabatino, 1982).

However, the study shows that the three factors had a positive multiple relationship with

achievement in mathematics which explains the 2.1% of the variance in achievement. This

shows that the three factors accounts for students’ level of achievement in mathematics. From

different research carried out it shows that students’ friendship group, attitude and self-

expectation had a lot of contribution to make in students achievement in school and

especially in mathematics. Consequently, it was discovered that students attitude towards

mathematics made the greatest contribution to their achievement, followed by self-

expectation and friendship group respectively.

Omonmene Angela


Conclusion

The study has shown the contributions of friendship group, attitude and self-expectation and

its effect on students’ performance in Mathematics. Attitude made the greatest contribution

and it is the most important factor to be taken into consideration when trying to know

students’ level of achievement in mathematics. Therefore there is the need for teachers to

help develop positive attitude in students by using appropriate teaching methods at all levels

of education.

Recommendations

Based on the findings of this study, the following recommendations are made:

1. Teachers should embrace the culture of motivation in order to enhance students’ self-

expectations in mathematics towards achieving a positive goal.

2. Teachers should explore friendship group and develop better ways of incorporating it

in the mathematics classroom.

3. Teachers should use different methodologies in order to change students’ attitude

towards the positive direction in handling mathematics problems.

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