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dc.contributor.authorSsali, Celester
dc.date.accessioned2018-12-18T08:04:53Z
dc.date.available2018-12-18T08:04:53Z
dc.date.issued2017-01
dc.identifier.citationSsali, C. (2017). The relationship between mathematics students’ attitude and self-esteem in Wakiso District secondary schools. Unpublished masters dissertation. Makerere University, Kampala, Ugandaen_US
dc.identifier.urihttp://hdl.handle.net/10570/6977
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherMakerere Universityen_US
dc.subjectMathematicsen_US
dc.subjectSelf-esteemen_US
dc.subjectSecondary schoolsen_US
dc.subjectAcademic performanceen_US
dc.titleThe relationship between mathematics students’ attitude and self-esteem in Wakiso District secondary schoolsen_US
dc.typeThesisen_US


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