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<title>Channels - The relationship between mathematics self-efficacy and achievement in mathematics :: FRELIP Discovery
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The relationship between gender, age, mental ability, anxiety, mathematics self-efficacy and achievement in mathematics
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"Mathematics self-efficacy, test anxiety and attitude towards mathematics: relationship to mathematics achievement among secondary school students "
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Questioning Skill sensitization and teacher self-efficacy training in enhancing students’ mathematics achievement in Oyo state, Nigeria.
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An assessment of mathematics teachers’ Internet self-efficacy: implications on teachers’ delivery of mathematics instruction
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Academic self-efficacy and gender as determinants of performance in english discourse writing among high-achieving students in Ibadan, Oyo State
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Teacher variables as predictors of academic achievement of primary school pupils mathematics
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School Culture, Structure and Practices as Correlates of Students’ Self- Efficacy and Achievement in Senior Secondary School Mathematics in Oyo State, Nigeria
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Relationship among self-concept, locus of control, motivation and mathematics achievement of upper basic school students
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In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.
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"Assessment and Management of Poor Performance in Mathematics: Using Academic Self-Efficacy and Cognitive Restructuring Techniques."
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Intrinsic and Extrinsic Factors as Predictors of Self Efficacy and Achievement in Programming Among Computer Science Undergraduates in South-Western Nigeria
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Emotional intelligence, self-esteem, age and gender of learners as correlates of academic self-efficacy of secondary school students from Ibadan, Nigeria
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Self-efficacy and locus of control as predictors of academic achievement among secondary school students in osun state unity schools
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Evaluation of Attrition Rate among University Freshmen in South West, Nigeria
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Multiculturalism: a panacea to the achievement gap in mathematics in public schools in Nigeria
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TEAM TEACHING MODELS AND PRIMARY SCHOOL PUPILS’ LEARNING OUTCOMES IN MATHEMATICS IN OYO, NIGERIA
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An assessment of librarian social competence and information technology self-efficacy: implications for library practice in the digital era
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An assessment of librarian social competence and information technology self-efficacy: implications for library practice in the digital era
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Enhancing Students’ Self-Efficacy and Mathematics Achievement Through Competency Sub-Tasking
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Towards unifying gender disparity/gap in STM: the roles of ‘CAT’ and ‘SEIT’ in enhancing the career interest of female and women in male dominated studies/occupations
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Academic self-efficacy, learning styles and motivational factors as correlates of academic achievement of high ability secondary school students in Owerri, Imo State
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Gender disparity in academic performance of students in the Faculty of Agriculture and Forestry, University of Ibadan, Oyo State
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Influence of in-class and after-class mathematics practice on students' achievement in selected secondary schools in ibadan north local government of Oyo State, Nigeria
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Locus of control, interest in schooling and self-efficacy as predictors of academic achievement among junior secondary school students in Osun State, Nigeria
