Pupils' Self-Concept and Academic Performance in Mathematics: Basis for an Intervention Program

Abstract

INTRODUCTION

Educational research is important because it provides information about educational problems and solutions which makes changes in educational situations inevitable. In this study, academic performance in Mathematics and pupils' self-concept are set into scrutiny for the researcher believes that an accurate assessment of the variables could be a good starting point for the improvement of Mathematics education in elementary. For this, the researcher is motivated to conduct a study on their relationship hoping that the study will be able to provide some insights to improve the quality of education.

METHODS

Descriptive-correlation research design was used to relate the self-concept and academic performance of 152 subject intermediate pupils of Munting Ilog Elementary School. Piers Harris Children's Self-Concept Scale 2nd edition was administered and first grading marks in Mathematics was taken. The data collected was compiled, correlated and analyzed.

RESULTS

The study reveals that out of 152 pupils 43 or 28.29% have high level of self-concept; 74 or 48.68% are average; 30 or 19.74% have mild low level of self-concept; and 5 or 3.29 percent are found to have moderately low self-concept. It also reveals that they have a favorable self-concept. It also reveals that 7 or 4.61% of the intermediate pupils get very satisfactory academic performance in Mathematics; 64 or 42.11% get satisfactory level; 64 or 42.11 percent are fair; and 17 or 11.18% get poor academic performance in Mathematics. The mean score reveals that pupils have fair academic performance in mathematics. A test statistic value of 35.96 is beyond the critical value of 9.49 and 13.26 at .05 and .01 respectively. It indicates that general self-concept has bearing on the academic performance in Mathematics.

DISCUSSIONS

The result shows that the subject pupils have favorable self-concept. It also reveals that the they have fair academic performance in Mathematics. Academic performance is also significantly related to general self-concept. An intervention program is prepared to address the results of the study which are necessary for implementation to improve the pupils' self-concept and academic performance in Mathematics. The study is only limited among the subject pupils. Findings in this study may or may not be the same using different respondents. This will aid future researcher in conceptualizing their chosen topics in relation to this study.