ACADEMIC OPTIMISM, STUDY HABIT AND MENTAL ABILITY AS PREDATORS TO STUDENTS’ ACHIEVEMENT IN SECONDARY SCHOOL MATHEMATICS

Abiodun Taiwo Oluwadayo, Asanre Akorede Ayoola, Joseph Oluwaseun Pauline, Ogundeji Moses Adegbola, Babatunde Eriwa Oyelade

Abstract


This study examined the relationship between students' performance in Mathematics at the secondary school level and academic optimism, study habits, and mental ability. The study used a survey-style descriptive research design. 350 respondents who were randomly chosen from five Senior Secondary Schools in Ijebu-Ode Local Government Area of Ogun State—three public schools and two private schools—made up the sample for this study. Seventy (70) pupils from each of the sampled schools were chosen using a simple random sampling procedure. Students' Academic Optimism, Study Habit, and Mental Ability (SASHMA) questionnaire (r = 0.896) and Mathematics Achievement Test (r = 0.80) were the two instruments utilized to collect the data.Experts in test and measurement/curriculum research reviewed SASHMA and MAT to verify their face and content validity. The study was guided by three research questions. The data collected was analyzed using multiple regression analysis and Pearson product moment correlation at 0.05 level of significant. The results indicated that academic optimism, study habits, and mental ability together significantly predict students' Mathematics achievement. Based on these findings, it recommended that appropriate modifications be made to the Nigerian educational system to help students develop good study habit.


Keywords


Academic optimism, Mathematics, Mental ability, Study habit, Secondary education.

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