INFLUENCE OF SELF-CONCEPT ON ALGEBRAIC PROBLEM-SOLVING SKILLS OF SECONDARY SCHOOL STUDENTS IN SOKOTO STATE, NIGERIA

Abstract

Self-concept is the organized and dynamic system of learned beliefs, attitudes, and opinions that individuals hold about themselves. While existing literature explores self-concept in various domains, there is a relative lack of focus on its relationship with problem-solving skills, particularly in algebra. This study investigated the influence of self-concept on the algebraic problem-solving skills of secondary school students in Sokoto State, Nigeria. A quantitative research design was employed, with a sample of 377 students selected proportionally and randomly from the population of all senior secondary school students in Sokoto State. Two researcher-developed instruments were used: a questionnaire measuring self-concept and a test measuring problem-solving skills. These instruments, developed through concept analysis and literature review, were validated by subject matter experts. Lawshe's Content Validity Ratio (CVR) was used to determine instrument validity based on expert feedback. A Likert scale assessed respondents' perceptions of their self-concept, while a rubric assessed their problem-solving skills. Exploratory factor analysis and a Kaiser-Meyer-Olkin (KMO) value of .827 were obtained during the pilot study. Data were analyzed using SPSS version 22 and Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 3. Descriptive statistics were used to analyze each construct and the respondents' demographic characteristics. Inferential statistics, including path and structural analysis, were also employed. The results indicated a high level of self-concept across all dimensions, but no significant influence of these dimensions on students' algebraic problem-solving skills. Among the recommendations, the study suggests that the development of self-concept is largely influenced by significant others, such as parents and teacher role models. These influential figures can communicate to students that they possess the skills, capabilities, and temperament necessary for academic achievement.

DOI:   https://doie.org/10.0302/SER.2025493599