Relationship between Self-Concept and Attitude towards Solving Algebraic Problems among Secondary Schools Students in Sokoto State, Nigeria (Published)

Developing a positive self-concept is one of the most fundamental goal of success in life. This usually has to begin starting from early childhood to school years. This study therefore, investigated the relationship between self-concept and attitude towards solving algebraic problems among secondary school students in Sokoto state, Nigeria. Three research questions and three hypotheses guided the study. The study employed descriptive survey design. A sample of 377 senior secondary two (SSII) students was drawn from the population through proportionate random sampling technique. Two instruments were used in the study: self-concept scale (SCS) and Attitude towards Solving Algebraic Problem Scale (ASAPS). The instrument was content validated by Subject Matter Experts (SME). The reliability coefficients of SCS and ASPS were 0.77 and 0.79 respectively determined through Cronbach alpha technique for internal consistency. The findings of the study revealed that there was a significant relationship between students’ self-concept and their attitude towards solving algebraic problems. Findings also showed that there was no significant difference in male and female students’ attitude towards solving algebraic problems. It was therefore, suggested among others that teachers should give adequate and sufficient attention to developing positive self-concept in students.

Keywords: Algebra, Problem Solving, Secondary School, Self-Concept, Students

Some Common Misconstructions and Misinterpretations in Basic Algebra: A Case of Students of University for Development Studies and Navrongo Senior High School in Ghana (Published)

This study investigated some common misconstructions and misinterpretations in basic algebra among students of University for Development Studies (UDS) and Navrongo Senior High School (NAVASCO) in Ghana, with a view to exposing the nature and origin of these errors and making suggestions for classroom teaching. The study employed both quantitative and qualitative approach to data collection process, involving the use of pencil-andpaper tests and interviews. The quantitative data involved a pre-tested test for its validity and reliability given to 50 students. Furthermore, interviews were later organised directly for ten students purposefully selected to identify their misconstructions, misinterpretations and reasoning processes. Data analyses were largely done through descriptive statistics and incorporated elements of inferential statistics such as independent t-test. The main conclusions drawn from this study were attributed to lack of conceptual knowledge and basic understanding of algebra. 

Keywords: Algebra, Expressions, Misconstruction, Misinterpretation, Variables