Abstract

The study investigated the relationship between self-concept and performance in Mathematics as well as the
influence of gender on self-concept and performance in Mathematics. 320 SS1 students (male=160, female=160)
were used for the study. They were selected from 16 secondary schools (urban=8, rural=8) in eight local
government areas of Ekiti State. Random sampling was used to select the local government areas, while stratified
random sampling technique was used to select the schools and the participants. Data were collected using a
20-item self-concept questionnaire and a 30-item multiple-choice Mathematics Achievement Test with reliability
coefficients of 0.74 and 0.83 respectively, and analysed using Pearson product moment correlation and t-test
statistics, tested at 0.05 level of significance. The results showed that self-concept moderately correlated with
performance in Mathematics, while gender had no significant influence on self-concept and performance in
Mathematics. However, the mean scores of male and female students in Mathematics were below average. It was
suggested that teachers should develop in their students positive self-concept towards Mathematics and pleasant
teaching experiences to enhance higher self-concept and better performance in mathematics.

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