Article: Self-determination and mathematics achievement among grade 12 learners in secondary schools Journal: International Journal of Learning and Change (IJLC) 2023 Vol.15 No.5 pp.513 - 528 Abstract: The study examined the relationship between self-determination and mathematics achievement among grade 12 learners in secondary schools in Kenya. The ex post facto research design was used. A sample size of 445 grade 12 learners was obtained. The self-determination scale was used to collect data. The findings indicate a significant influence, though weak, positive correlation (r = 0.142, n = 396, p = 0.005) between self-efficacy of expectation and mathematics achievement; a significant, though weak, positive correlation (r = 0.182, n = 396, p < 0.05) between internal locus of control and mathematics achievement; very weak positive correlation (r = 0.088), but no significant correlation [n = (396) r = 0.088, p = 0.080 (ns)] between the level of learner self-knowledge and mathematics achievement; and finally, a weak, positive correlation [n = (396), r = 0.192, p < 0.05] between learner level of self-instruction and mathematics achievement. The study recommends that teachers should play a role in helping learners develop the self-determination resources by providing autonomy-supportive classrooms. Inderscience Publishers - linking academia, business and industry through research

Title: Self-determination and mathematics achievement among grade 12 learners in secondary schools

Authors: Telesia Ahono Atetwe; Peter J.O. Aloka; Robert Mukuna Kananga

Addresses: School of Education, Jaramogo Oginga Odinga University of Science and Technology, Ukwala-Bondo Rd, Bondo, Kenya ' Wits School of Education, University of the Witwatersrand, 1 Jan Smuts Ave, Braamfontein, Johannesburg, 2000, South Africa ' School of Education, University of Free State, 205 Nelson Mandela Dr, Park West, Bloemfontein, 9301, South Africa

Abstract: The study examined the relationship between self-determination and mathematics achievement among grade 12 learners in secondary schools in Kenya. The ex post facto research design was used. A sample size of 445 grade 12 learners was obtained. The self-determination scale was used to collect data. The findings indicate a significant influence, though weak, positive correlation (r = 0.142, n = 396, p = 0.005) between self-efficacy of expectation and mathematics achievement; a significant, though weak, positive correlation (r = 0.182, n = 396, p < 0.05) between internal locus of control and mathematics achievement; very weak positive correlation (r = 0.088), but no significant correlation [n = (396) r = 0.088, p = 0.080 (ns)] between the level of learner self-knowledge and mathematics achievement; and finally, a weak, positive correlation [n = (396), r = 0.192, p < 0.05] between learner level of self-instruction and mathematics achievement. The study recommends that teachers should play a role in helping learners develop the self-determination resources by providing autonomy-supportive classrooms.

Keywords: self-determination; mathematics achievement; grade 12; learners; secondary schools; Kenya.

DOI: 10.1504/IJLC.2023.133108

International Journal of Learning and Change, 2023 Vol.15 No.5, pp.513 - 528

Received: 12 Sep 2020
Accepted: 03 Dec 2021
Published online: 01 Sep 2023 *

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Title: Self-determination and mathematics achievement among grade 12 learners in secondary schools

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