The relationship between mathematics students’ attitude and self-esteem in Wakiso District secondary schools
MetadataShow full item record
The purpose of the study was to establish the relationship between Mathematics students’ attitude and self- esteem in Wakiso district secondary schools. The study was prompted by the overwhelming poor performance in mathematics attributed by the negative attitudes and low self-esteem of learners. The study was guided by three objectives: to find out the extent to which students’ perceived ease of mathematics relate to their self-esteem, to find out the extent to which students’ mathematics self-concept relate to their self-esteem, to find out the extent to which students’ perceived usefulness of mathematics relates to self-esteem. The study used a correlational design and the sample consisted of 480 students, selected using simple random sampling technique. Data was collected using a standardized self- administered closed ended questionnaire that was filled by students in senior one, two and three. Data was analyzed using a Pearson product moment correlation (r). Results of the study showed that all the indicators of attitude had positive relationship with self-esteem. From findings it was concluded that; there is a positive significant relationship between perceived ease of mathematics and self-esteem of secondary school students. The findings also showed a significant positive relationship between students’ self-concept in mathematics and their self-esteem and between perceived usefulness of mathematics and self-esteem. The study recommends that: To improve students’ self-esteem and attitude towards mathematics, teachers should focus on making mathematics easy, understandable and interesting through changing approaches during teaching and learning processes. In addition, to ease, develop self-concept on mathematics, teachers should carefully plan processes that enhances self-concept and administer mathematical self-concept oriented assignments, tests and end of term examinations. Teachers should always emphasize the value of mathematics and connect it to future career opportunities that students could pursue.