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Relationship between Self-Efficacy and Student’s Achievement in
Mathematics among the Senior Secondary Two School Students in
Bauchi Metropolis, Bauchi State.
Babatunde Iyabo Dorcas
1
, Abdulazeez Aliyu Umar
2
, Habila Luka
3
, Ruth Lawi Sumi
4
1
Jibril Aminu Model Secondary School, Bauchi.
2
Imigan Hope Empowerment Initiative, Adamu Jumba Road. Bauchi State, Nigeria.
3
ATBU Staff School, Bauchi
4
Police Children School 1 Bauchi,Bauchi State, Nigeria.
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.150500029
Received: 16 April 2026; Accepted: 21 April 2026; Published: 25 May 2026
ABSTRACT
This study examined the relationship between mathematics self-efficacy and mathematics achievement among
senior secondary school students in Bauchi Metropolis, Bauchi State, Nigeria. A correlational research design
was employed. A sample of 400 Senior Secondary Two (SS2) students (180 males, 220 females) was selected
using stratified random sampling from ten public secondary schools. Data were collected using a Mathematics
Achievement Test (MAT) and a Mathematics Self-Efficacy Questionnaire (MSQ). Three research questions and
three corresponding hypotheses were formulated and tested at a 0.05 significance level using Pearson Product
Moment Correlation. The results revealed that both mathematics self-efficacy and achievement levels among
students were low. A strong positive relationship was found between students' mathematics self-efficacy and
their mathematics achievement (r = 0.790, p < 0.001). Gender‑specific analyses showed a moderate positive
relationship for male students (r = 0.469, p < 0.001) and a strong positive relationship for female students (r =
0.688, p < 0.001). The study concludes that improving students' mathematics self‑efficacy is a viable pathway
to enhancing their mathematics achievement. Recommendations include curriculum review, teacher training
focused on self‑efficacy development, and targeted interventions for male students.
Keywords: Mathematics self-efficacy, Students' achievement and Gender
Background to the Study
Mathematics is all encompassing and present in different form around us, the need for Mathematics is traceable
to ancient period, this rose out of man’s desire to count and keep record of things around him. Mathematics is a
science of magnitude and number that is very useful virtually in all endeavors of life. Davies and Hersh, (2012)
see Mathematics as the important subject not only from point of view of getting academic qualification at school
or college but also as a subject that prepares the students for the future as well irrespective of which work of life
they choose to be part of, this is because all fields of studies are dependent on it for problem solving and
prediction of outcomes. Competency in Mathematics learning is vital to any individual and nation in domestic
and business deals, scientific discoveries, technological breakthrough, problem-solving and decision making in
different situations in life. Mafor (2014) summarized it all by saying that Mathematics relates to everything in
the universe from the smallest to the largest. It is a tool that can be used in our daily life to overcome the
difficulties faced. Ojimba, (2012) was of the view that without Mathematics there is no science, without science
there is no Modern technology and without modern technology there is no modern society. The knowledge of
Mathematics is an essential tool in our society. Therefore, Mathematics is a subject that education cannot
function effectively without it.
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A study conducted by (Belhu 2017) confirmed that Mathematics is the foundation for Science, Engineering and
Technology studies. Mathematics skills and competence are critical determinants for post-school and career
options available to the young generation (Kurniawan et al, 2020). In the West African standardized test,
Mathematics has become the least performed subject for many years (Zalmon & Wonu 2017). To attain self-
reliance and economic development maximum priority must be placed on Science and Mathematics. It may be
in consideration of these and other vital usefulness of Mathematics that the Federal Government of Nigeria made
it a core and compulsory subject at the primary and secondary levels of our system of education in Nigeria as
contained in the National Policy on Education, FGN (2014). Mathematics holds a prominent place in the
academic curriculum, and academic success in this subject is imperative in this age of rapid scientific and
technological advancement.
The low academic achievement among students has led experts to come up with many variables that could
effectively assist them to improve their achievement. Olanrewaju (2014) stated that different factors are capable
of affecting the achievement of students, these factors may be student’s intelligence, state of health, self-esteem,
self-efficacy and anxiety. Others are student environment, availability of suitable learning environment,
adequacy of educational infrastructure like text books and well-equipped laboratories. Self-efficacy could
relatively be a factor that affect academic achievement; it is another factor that is likely to be considered as a
variable defining and determining academic performance. Self- efficacy reflects confidence in the ability to exert
control over one’s own motivation, behavior and social environment (Behmanabadi & Baluchzade, 2013).
Academic self-efficacy matches-up with academic achievement in mathematics examination as reported by
Callaman and Itaas (2020), The insight that learners have about their academic capabilities aid to predict what
they do with the knowledge and skill they possess which eventually determines their academic achievement.
Mathematics anxiety commonly experienced by students when learning a new mathematical task or when
performing mathematical task leads students to lack of interest in Mathematics. Students with mathematical
anxiety possess little or no confidence in their ability to solve mathematical problems. Self-efficacy is an
important concept in social cognitive theory according to (Bandura, 2012). Self- efficacy is defined as one’s
belief about one’s capabilities to complete a specific task. The belief that individual holds about their abilities
influence the amount of effort put into a task, willingness to complete the activities and the abilities to persist
when facing difficulties. Mathematics self-efficacy is one’s belief about how their own action and effort could
lead to success in Mathematics (Luttenberger et al., 2018; OECD, 2013b). Self-efficacy in Mathematics is
strongly influenced by attitude towards the subject. In other words, students who are often seen to feel ‘helpless’
when confronted by Mathematical situations probably have a mind -set of intimidation by Mathematics, while
students with a positive attitude towards Mathematics see Mathematics as a friendly tool or a challenge. Students
with low self–efficacy give-up easily when confronted with difficult Mathematics problems while the higher the
level of self-efficacy, the higher the achievement as revealed by Allred (2013).
Self-efficacy in Mathematics indicates a student’s self-belief in their ability to overcome difficulties or obstacles
to solving Mathematics problems, such a belief is important to motivation because confidence that one will be
able to solve a problem is a precursor to investing the time and effort needed to tackle it. Therefore, people have
little or no incentive to act if they do not believe that they possess abilities to bring about desired results (Usher
& Pajares, 2009) Within an academic context, self-efficacy is frequently described in terms of Academic Self-
Efficacy (ASE), which defines learners judgments about one’s ability to successfully attain educational goals
(Elias & Mac Donald, 2007). A student’s level of self-efficacy impacts the amount of effort applied and the
degree to which he or she will persevere through a difficult task (Hibbs, 2013). People with higher self-efficacy
and motivation do not easily give up when confronted with difficulties (Ersanla, 2015).
Self-efficacy has also been shown to determine the academic achievement at primary, secondary, and tertiary
level. In addition, high levels of academic self-efficacy have been linked with good performance owing to
increased motivation and persistence in tackling perceived difficult assignment. Thus, an increase in level of
academic self-efficacy may lead to an increase in performance in Mathematics. Self-efficacy has generated
research in different areas of studies most especially in education. It has been most prominent in the studies of
educational construct such as academic achievement, attribution of success and failure, goal setting and problem
solving. Most students believe that they do not have the ability to succeed in Mathematics and that has affected
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their achievement in the subject. Apart from meeting the physical, emotional, social and psychological needs of
an individual learner, the family or parent also influence the individual’s cognitive perspective, that is, the views
and beliefs that individuals have about themselves and their environment (Ashore & Brodzinsky, 2014). Strong
self-efficacy is widely acknowledged as an essential ingredient in work-related achievement. Honicke and
Broadbent (2016) examined 59 self-efficacy studies conducted at universities and discovered a modest
relationship between academic achievement and self-efficacy indicating that students’ academic achievement
increases when they are taught to have stronger self-efficacy beliefs.
Statement of the Proble
Despite the recognized importance of mathematics in educational and national development, students’
performance in the subject remains persistently low in Bauchi State. Reports from the Bauchi State Ministry of
Education indicate that the proportion of students obtaining five credits including Mathematics and English in
WASSCE between 2018 and 2023 remains below national expectations. This persistent underachievement raises
concerns about the underlying factors influencing students’ performance.
While several studies have examined cognitive and environmental determinants of achievement, less attention
has been given to psychological constructs such as mathematics self-efficacy, particularly within the Bauchi
context. Moreover, existing studies provide inconsistent evidence regarding gender differences in self-efficacy
and achievement. Therefore, there is a need to empirically investigate the relationship between students’
mathematics self-efficacy and their academic achievement, as well as examine whether this relationship varies
across gender.
Students often express fear of the unknown and low self-judgment when they encounter Mathematics in the
classroom and in real life situation due to the different views’ students hold about their ability to perform well
in any academic work that requires Mathematics. It appears that these views or beliefs affect their achievement
in schools. Most students believe they lack the ability to succeed in school especially in Mathematics. They feel
that Mathematics is meant for the gifted ones, the female also believe that Mathematics is sex biased and the
males do well in it. The beliefs that students have about themselves and Mathematics have caused a lot of
problems and set back to the educational system. Despite all importance attached to Mathematics by all stake-
holders, senior secondary students still performed poorly in Mathematics at WASSCE level in Bauchi State of
Nigeria. Report from Bauchi State Ministry Of Education shows that only 7%,19%,24%, 27%, 24.7% and 27%
of Bauchi State students who sat for WASSEC were able to get five credit and above including Mathematics
and English in the 2018-2023 consecutively. Also looking at the State by State students’ Mathematics
performance analysis research carried out by (Osuo-Siseken & Uche, 2020) in this analysis, Bauchi state came
32
nd
out of the 36 state when ranking students’ performance by state while North-Eastern states consistently
recorded low performance of students in year 2014-2018. It is dis-hearting to note that having seen a nationwide
improvement in students WASSCE result, Bauchi State ranked 31
st
state in Nigeria for the 2019 WASSCE.
Numerous factors affect mathematics achievement, including intelligence, motivation, mathematics anxiety,
self‑efficacy, study habits, temperament, emotional trauma, and academic stress. However, only a few studies
on self‑efficacy have been reported in Nigeria, and virtually none have focused specifically on Bauchi State.
Moreover, existing evidence on gender differences in self‑efficacy and mathematics achievement remains
inconsistent. This research gap motivated the present study, which empirically investigates the relationship
between mathematics self‑efficacy and mathematics achievement among senior secondary students in Bauchi
metropolis.
There are many variables that affect students’ achievement in Mathematics, some of these factors are
psychological; Intelligence, Motivation, Mathematical Anxiety, Self-efficacy, learning habit, Temperament,
Emotional trauma and Academic stress. There appear to be a research gap in the area of students’ Mathematics
Self-efficacy because only a few studies on this variable “Self-efficacy” have been reported in Nigeria. In Bauchi
State of Nigeria not much has been done on relationship between Mathematics self-efficacy and Achievement
in Mathematics, it is this gap that this research studies sought to fill.
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Research Questions
The study seeks to find answers to the following research questions:
1. What is the relationship between senior secondary two students’ Mathematics self-efficacy and their
achievement in mathematics?
2. What is the relationship between senior secondary two boys mathematics self-efficacy and their
achievement in mathematics?
3. What is the relationship between senior secondary two girls mathematics self-efficacy and their
achievements in mathematics?
Hypotheses
The following null hypotheses will be tested at 0.05 level of significance.
1. Ho
1
: There is no significant relationship between student’s self-efficacy and their achievement in
Mathematics.
2. Ho
2
: There is no significant relationship between self-efficacy of boys and their achievement in
Mathematics.
3. Ho
3
: There is no significant relationship between self-efficacy of girl’s and their achievement in
Mathematics.
METHODOLOGY
This study is a survey that employs correlational research design method. The aim is to use a descriptive statistic
to describe the level of students’ Self-efficacy in Mathematics and their mathematics achievements, the
correlation coefficient is computed to test the relationship between the Self-efficacy and students’ achievement
in Mathematics. The nature and strength of the relationship between these two variables will reveal whether or
not Self-efficacy is a closely related to student achievement in Mathematics.
The target population were the 11,875 Senior Secondary (2) students in Bauchi metropolis. The Senior
Secondary (2) students are selected to be the target because at this level they have form habits, attitude and
mindset and interest towards each of the subjects they are offering and have a goal and aspiration for their future
career. They have area of their strengths and weakness in school subjects. At SS1 the students may still be having
a doubt of their areas of strength and weakness, likes and dislikes, believe about the subject while at SS2 it is
believed they would have known where they belong in Mathematics and why it is so. At SS3 it may be too late
to re-direct their belief, perception and interest about the subject. For the purpose of this study SS2 is targeted.
A sample is a little portion of the population that can perfectly represent the population. For the purpose of this
study, 400 Senior secondary (2) students were selected to represent the entire senior secondary two students in
the metropolis. It was made up of 180 male and 220 female senior secondary two students. Using Stratified
random sampling, the researcher selected only 10 out of the government senior secondary school in the
metropolis from different axis to cover the whole metropolis. The schools that were selected include mixed
schools and the single sex schools, day schools and boarding schools in the metropolis. These schools selected
are large enough and are schools where we have students from different background socio-economy and ethnic
groups, in other to avoid gender biasness male and female students were selected. Also 40 students were selected
from each of the 10 schools to form a total of 400 SS2 students from the metropolis.
The researcher used two sets of questionnaires to collect data from the students. First, a set of questions to test
their achievement tagged Mathematics Achievement Test (MAT) which carried 20 Mathematics tasks for their
level, these are objective questions gotten from New General Mathematics textbook for SS1. The second
questionnaire is a Mathematics Self-Efficacy Questionnaire (MSQ) which also carried a set of 20 statements to
test their Self-efficacy in Mathematics, to respond to a 5- Likert scale of measurement of self-efficacy to select
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the level to which they agree with each statement. (SA)= Strongly Agreed, (A)= Agreed, (UN)= Uncertain (D)=
Disagreed and (SD)= Strongly Disagreed.
Most of the test items for efficacy were adapted from the work of Benard Isiaho Omondi (2012) who worked
on: The Impacts of Perceived Self-efficacy in Mathematics others were from the work of Han, Liou-Mark, Yu
and Zeng (2015) and also the achievement test from the New General Mathematics.
To ensure that these items are valid and reliable it was presented to the Prof S.I Binda, the supervisor of this
work and an expert in measurement and evaluation for proper guidance as an expert in the field of Mathematics
education and measurement. The internal consistency reliability of the MAT was established using test-retest
reliability method in order to ascertain a measure of stability of the instrument. The MSQ was estimated using
the Cronbach Alpha through the aid of SPSS. Cronbach Alpha was used because of its value-ability for indicating
scale reliability in the sense of the equivalence of items within single-construct scale. The reliability coefficient
of 0.96 was estimated for the MAT scale, while that of MSQ was 0.94, which is reliable (Ugodulunwa, 2020).
For the Mathematics Achievements Test, where we have 20 items( each for 5 marks) a score of 0-40 was
considered low, 41-69 was considered moderate while 70 - 100 was considered a high achievement. Also on the
Mathematics Self -efficacy Test with 20 items (each for 5 mark), a score of 0-40 for low self-efficacy, 41-69 for
moderate self-efficacy and 70-100 for a high self-efficacy.
RESULTS
Research Question One
What is the relationship between student mathematics Self -Efficacy and their Achievements in mathematics?
Hypothesis One
There is no significant relationship between student’s self-efficacy and their achievement in Mathematics.
Table 1 Relationship between Student’s Self-efficacy and their Achievement in Mathematics
Variable
N
x
SD
Df
R
P-value
Self-efficacy
400
39.20
15.71
398
.790
0.000
Achievement
400
39.43
12.73
P < 0.05
Table 1 shows the result on relationship between student’s self-efficacy and their achievement in Mathematics.
The result showed r(398) = 0.790 P < 0.05, indicating a strong positive relationship between the two variables.
Since the p-value of 0.000 is less than the 0.05 level of significance, the null hypothesis was rejected. An
inference is drown that at 0.05 level of significance there is a strong positive relationships between student
mathematics Self -Efficacy and their Achievements in mathematics. High mathematics self -Efficacy implies
high Achievement in mathematics.
Research Question Two
What is the relationship between boys mathematics self-efficacy and their achievement in mathematics?
Hypothesis two
There is no significant relationship between boys Self-Effica and their Achievements in mathematics.
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Table 2 Relationship between self-efficacy of Boys and their achievement in mathematics
Variable
N
x
SD
Df
R
P-value
Self-efficacy
180
33.20
7.87
178
.469
0.000
Achievement
180
37.09
12.59
P < 0.05
Table 2 shows the result on relationship between self-efficacy of boys and their achievement in Mathematics.
The result shows r(178) = 0.469 P < 0.05, indicating a moderately positive relationship between the two
variables. Since the p-value of 0.000 is less than the 0.05 level of significance, the null hypothesis was rejected.
It was concluded that there is a significant relationship between self-efficacy of boys and their achievement in
Mathematics in Bauchi metropolis.
Research Question Three
What is the relationship between girls mathematics self-efficacy and their achievements in mathematics?
Hypothesis three
There is no significant relationship between girls mathematics self-efficacy and their Achievements in
mathematics.
Relationship between Self-efficacy of Girls and their Achievement in Mathematics
VARIABLE
N
X
SD
DF
R
P-valu
sel-efficacy
220
44.11
18.59
218
.688
0.000
Achievements
220
41.35
12.55
P→ <0.05
Table3 shows the result on relationship between self-efficacy of girls and their achievement in Mathematics. The
result showed r(178) = 0.688 P < 0.05, indicating a strong positive relationship between the two variables. Since
the p-value of 0.000 is less than the 0.05 level of significance, the null hypothesis was rejected. It was concluded
that there is a significant relationship between self-efficacy of girls and their achievement in Mathematics in
Bauchi metropolis.
Overall, students had low mathematics self‑efficacy (68% below cut‑off) and low achievement (mean 39.43%).
1. A strong positive correlation (r = 0.790) existed between self‑efficacy and achievement.
2. Male students showed a moderate positive correlation (r = 0.469), while female students showed a strong
positive correlation (r = 0.688).
3. Female students had higher mean self‑efficacy (44.11) than male students (33.20), and also slightly higher
mean achievement (41.35 vs. 37.09).
DISCUSSION
From summary of the data it shows that the levels of senior secondary two students’ mathematics self-efficacy.
From the table, 272 students representing 68% have low self-efficacy to mathematics, 80 of them representing
20% had high self-efficacy, while 48 students had moderate self-efficacy. It means that majority of the students
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had low mathematics self-efficacy in senior secondary schools in Bauchi metropolis. This agrees with the
findings Onoshakpokaiye (2020), that majority of the students had low mathematics self-efficacy in senior
secondary schools, because of the teacher and how abstract the subject is.
Furthermore, Table 1 shows the result on relationship between student’s self-efficacy and their achievement in
Mathematics. The result showed r(398) = 0.790 P < 0.05, indicating a strong positive relationship between the
two variables. Since the p-value of 0.000 is less than the 0.05 level of significance, the null hypothesis was
rejected. This finding concurs with Sinan and Jongur (2016), they found that there was a strong positive
correlation between academic self-efficacy of student in mathematics and the performance of students in
mathematics among secondary school students.
Table 2 shows the result on relationship between self-efficacy of boys and their achievement in Mathematics.
The result showed r(178) = 0.469 P < 0.05, indicating a moderately positive relationship between the two
variables. Since the p-value of 0.000 is less than the 0.05 level of significance, the null hypothesis was rejected.
It was concluded that there is a significant relationship between self-efficacy of boys and their achievement in
Mathematics in Bauchi metropolis. This finding is in consonance with the findings of Najid A.M, Farsh M.B
and Carla M. Ghanem (2021), that is positive relationship.
Table 3 shows the result on relationship between self-efficacy of girls and their achievement in Mathematics.
The result showed r(178) = 0.688 P < 0.05, indicating a strong positive relationship between the two variables.
Since the p-value of 0.000 is less than the 0.05 level of significance, the null hypothesis was rejected. It was
concluded that there is a significant relationship between self-efficacy of girls and their achievement in
Mathematics in Bauchi metropolis. This agrees with the findings of Hilliard and Liben (2010); Lane et al.,
(2012), female have a higher self-efficacy than male, this in turn improves their achievement in
Physics.relaionship between self-efficacy of boys and their achievement in Mathematics.
The summary of the date collected shows the relationship between students’ self-efficacy and their achievement
in mathematics in terms of gender. The result shows that the mean scores of male students’ self-efficacy (𝑋
=33.20, SD =7. 87) is lower than that of achievement (𝑋
= 37.09, SD = .12.59 with a correlation coefficient of
0.469. Indicating that, there is a very moderate positive relationship between male student’s self-efficacy and
their achievement in mathematics. . The result shows that the mean scores of girls’ self-efficacy (𝑋
=44.11, SD
=18.59 is higher than that of achievement (𝑋
= 41.35, SD = .12.55 with a correlation coefficient of 0.688.
Indicating that, there is a very strong positive relationship between girls’ self-efficacy and their achievement in
mathematics. Gender differences in academic achievement have received a lot of attention over the past decades.
Two seemingly opposite results have emerged from many of these studies. First, despite traditional stereotypes
(Hilliard &Liben, 2010; Lane et al., 2012), there is strong empirical evidence that suggests that male students do
not perform better than female students in math (Lindberg et al.2010)
CONCLUSION
This study demonstrates that mathematics self‑efficacy is
strongly related to mathematics achievement among senior secondary students in Bauchi metropolis. Students
with higher self‑efficacy tend to achieve higher scores. Female students in this sample reported higher
self‑efficacy and achievement than their male counterparts, and the relationship was stronger for females. These
findings underscore the importance of psychological factors in academic performance.
RECOMMENDATIONS
Based on the findings of this study, the following recommendations were proffered:
1. With the result showing low achievement of students in Mathematics, there is a need to go back to the
drawing board beginning with curriculum review, teaching strategies and understanding students’
psychology towards the subject. Students’ beliefs about their Mathematics abilities are very important
component of motivation and of academic achievement.
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2. Mathematics self-efficacy is developed most especially if there is positive teacher support and personal
relevance. Hence, students’ self-efficacy in Mathematics should be given attention in teaching the subject
if one is serious in advancing the Achievement of the student. In particular, teacher educators should
endeavor to infuse new and effective strategies like those that have been proven to provide positive results.
3. The ministry of education needs to devise ways of training teachers on developing student’s self-efficacy
so as to improve Achievement in Mathematics.
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
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