Rothman’s

Rothman’s (2003) analysis revealed that within the same school, a student who comes from a higher socio-economic group will achieve better test results than a student from a lower socio-economic group.
Students with greater interest in math and higher math self-efficacy experienced fewer negative emotions, high motivation to learn and their performance varied with the cognitive level required. The researcher will be sought to discover whether math motivation, self-efficacy- beliefs and SES are vary as a function of gender and determine the confidence with which students approach math makes an independent contribution to the prediction of math achievement in targeted area.
Researcher will be supports a self-efficacy and achievements are viewed as having a multilateral influence. In order to investing, SES and their association with math achievements, the researcher will employee ex-post facto research design, to explore the level of gender on self-efficacy, motivation and the influence of gender on math achievements among secondary school students. 2010 e.c. first semester math exam result will be taken by researcher to analyses the level of math achievement of secondary school students. The study will be extend existing findings regarding the influence of student’s self-efficacy, motivation to learn and SES in math and secondary school math achievements. The preceding discussion shows that self-efficacy, motivation to learn and SES influence math achievement to a significant extent.
1.2 Statements of the problems
The relationship among self-efficacy, academic motivation, SES of the students and achievement in math has been widely studied. It was found that self -efficacy beliefs appear to be a more important factor influencing attitudes, achievement, and educational and career choices, than other variables such as anxiety, math experiences, and perceptions of math and self-regulation beliefs (Zimmermann, 2000).
Self- efficacies, and Motivation to learn particularly in math field, are strong predictor variables for math achievement. High level of self-efficacy is thus a reliable predictor of academic achievement (Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C.1996), as cited in Lampert, 2007) and Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie,J. and Bower J. (2009) on their part investigated the structural relations among self-efficacy, academic aspirations, and misbehavior on the academic achievement of 935 students from ten high schools in Australian, and came up with findings that verify the direct effect self-efficacy has on academic achievement. In mathematics achievements cognitive ability or mathematics ability are powerful variable that effect on mathematics performance directly or indirectly by mediating of self-efficacy mathematics
The relationship between gender and self-efficacy has also been a focus of self-efficacy research. Researchers report that male students at high school and college levels tend to be more confident than female students in mathematics, science, and technology (Pajares and Miller, 1994) although achievement differences in these areas are diminishing. Conversely, in areas related to language arts female students tend to exhibit stronger confidence (Pajares, 1997).
The influence of family background and socioeconomic status in particular on student achievement has been of great interest for a long time. The results from various studies have shown that the home background of students in schools is correlated to their math achievement in school (Chiu and Xihua, 2008). As far as my knowledge is concerned no research study was conducted self-efficacy, motivation in learning and socio economic status of the students, their roles in, and relationship to math achievement in target area but adequate research has not yet established a firm connection between self-efficacy, motivation in learning and socio economic status of the students, their roles in, and relationship to math achievement in secondary school.
The studies are shows that self-efficacy, motivation in learning and socio economic status of the students, have a vital role to play in determining students’ academic achievement. From researcher’s experience as a zonal examination processes worker for more than 10 years at North Shoa Zone Education Office, it was noticed that student Natural Science results had varying each other particularly their math results were low than other subjects (Chemistry, Biology and Physics). The researcher needs to strive to investigate the problem behind student’s math achievements.
Likewise in Ethiopian General Secondary Education Certificate Examination (EGSECE) G.10 and specifically in Oromia Regional State, North Shoa Zone, student’s math achievements recorded were unsatisfactory and inconsistent as it were specified in three years gaps (2007-2009 E.C.).

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