SELF-ESTEEM AND PEER INFLUENCE AS PREDICTORS OF LEARNING OUTCOMES IN MATHEMATICS AMONG HIGH ABILITY STUDENTS IN IBADAN, OYO STATE, NIGERIA

Abstract

Academic underachievement has become a syndrome especially among high ability learners in Mathematics. This is due to some identified factors which include self-esteem and peer influence of the high ability learners. This study therefore investigated how self-esteem and peer influence can predict the learning outcomes in Mathematics of high ability learners in Ibadan, Oyo State. The survey design of the ex-post facto type was employed in this study. Purposive sampling technique was used to select twenty (20) secondary school out of which 200 high ability learners were randomly selected. Instruments used: Slosson intelligence test (r=0.81); Peer influence inventory (r=0.72); Self-esteem scale (r=0.72) and Mathematics achievement test (r=0.85). The study lasted for eight weeks. Data were analysed using Pearson’s Product Moment Correlation and Multiple Regression Analysis at 0.05 level of significance. There were positive relationship between learning outcomes in Mathematics with self-esteem (r=2.3); peer influence (r=2.2). There was a significant joint contribution of the independent variables to the dependent variable of learning outcomes in Mathematics. [F_(2,197)=7.64; R²=0.072] accounting for 6.3% of its variance. Self-esteem (?=2.6; t=2.176) and peer influence (?=1.6; t=2.114) had a relative contribution on the learning outcomes in Mathematics of highly ability learners. Thus, self-esteem and peer influence were found to be effective predictors of learning outcomes in mathematics of high ability learners. It is therefore recommended that self-esteem of the high ability learners needs to be enhanced through various programmes especially by the school counsellors. Also, parents and wards should support their children by advising them on the type of friends they keep. With this in place, the high ability learners will perform better in Mathematics.