This study investigated psychological factors and students’ academic achievement in mathematics. Five research questions and five hypotheses were used. The design for the study was correlational design. A sample size of 400 respondents was used. The study used simple random sampling to select the schools and stratified random sampling to draw the sample. The instruments used were Mathematics Achievement Test (MAT) and Psychological Factors Questionnaire (PFQ) for data collection. MAT and PFQ were validated by experts in Educational Psychology, Guidance and counseling based on face and content validity. The reliability of the instruments (MAT and PFQ) were also determined using test re-test method and the stability coefficients were 0.81 for self-concept on mathematics inventory, 0.75 for attitude towards mathematics inventory, 0.89 for mathematics motivation inventory and 0.70 for mathematics study habit inventory. Linear and multiple regressions were used to answer the research questions, while t-test and one way ANOVA associated with regressional analysis were used to test the hypotheses. The findings of the study reveal that self-concept, study habit and motivation significantly relates to students’ academic achievement in mathematics while attitude does not significantly relate to students’ academic achievement in mathematics. It also reveals that Self-concept, study habit, attitude and motivation jointly significantly relate to students’ academic achievement in mathematics. Some of the recommendations of the study are: Psychologists, counsellors, parents and teachers should encourage good study habits, positive self-concept and attitude in students and should also motivate students. The implications of the result and suggestions for further studies were made.
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