Abstract
The focus of the study was to explore students’ self-efficacy and their
respective academic achievement in the subject of mathematics. Pertaining to
this aspect the following hypotheses were tested. That: a) there is no significant
difference in the academic achievement of students having high and low self
efficacy; and b) there is no significant relationship between academic
achievement and the self-efficacy of students in Mathematics. The sample of
the study consisted of 450 (302 male and 148 female) MSc students for which
random sampling technique was adopted. A self-efficacy scale related to
mathematics was used to measure student’s self-efficacy level and their
respective scores in the subject of Mathematics that appeared in the
examination during the year 2011. A comparative analysis indicated that there
was significant difference in the academic achievement scores of respondents
having high and low mathematics self-efficacy. Students with high level of
mathematics self-efficacy show significantly higher scores in academic
achievement as compared to those having low self-efficacy. Pearson
Correlation Coefficient was applied to check the relationship between
mathematics self-efficacy and their relative academic achievement. It was
found that a significant relationship exist between students’ mathematics selfefficacy and academic achievement. This clarified that math self-efficacy can
be accepted as a strong predictor for math achievement.
SadafNaz, Muhammad IqbalMajoka, Habib Elahi. (2016) A Study of Students’ Self-Efficacy and Academic Achievement in Mathematics at University Level, Journal of Arts and Social sciences, Volume 3, Issue 1.
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