Analyzing the correlation between mathematical resilience and the Mathematics performance of senior secondary school students in Bayelsa State, Nigeria

Abstract

Mathematical resilience is the capacity to overcome obstacles and setbacks in mathematics learning, enabling individuals to persist in their mathematical skill development despite challenges. The study looked at the correlation between mathematical’ resilience and Mathematics performance of senior secondary school students in Yenagoa metropolis, Bayelsa State, Nigeria. A total of three research questions were put forth to guide the investigation, and one hypothesis was established and evaluated at a significance level of 0.05. An analysis of descriptive correlation was employed in the investigation. The study's participants is 2124 senior secondary school III students in 21 public secondary schools in Yenagoa metropolis. The study's sample size is 337 students, and were randomly selected from selected six schools. To learn more about the students' mathematical resilience, the researchers created a questionnaire. Two experts in Educational Measurement and Evaluation and Mathematics Education validated the instrument. An evaluation of the instrument's reliability using the Cronbach alpha technique yielded a coefficient of 0.82. For the academic year 2021–2022, Mathematics teachers for the chosen senior secondary pupils were asked to present performance records for each student's outcomes on the second term exam. In order to respond to study questions, frequency counts and percentages were used. Pearson product-moment correlation was then used to evaluate the hypothesis at the 0.05 significant level. This study found among others that there was a significant positive relationship between these two variables. According to the study, in order to foster resilience in students studying mathematics, teachers should create a pleasant learning environment.