A study of cognitive and Non cognitive variables as predictors of Achievement in Mathematics at senior secondary stage of education

Abstract

Perceptions of the nature and role of mathematics held by our society have a major influence on the development of school mathematics curriculum, instruction, and research. The understanding of different conceptions of academic achievement in mathematics is important to the development and successful implementation of programs in school mathematics as it is to the conduct and interpretation of research studies. The conception of mathematics held by the teacher and parents may have a great deal to do with the way in which mathematics is characterized in classroom teaching. The discipline of mathematics presents many challenges to dissimilar learners. Mathematics gives students the language through which they can interpret, analyze, describe, make predictions, and solve problems in everyday life. Although scientific and technological developments are mathematics-based, many students continue to perform poorly in mathematics. Academic achievement is a function of cognitive and non-cognitive aspects of personality. This study investigated how academic achievement in mathematics is related to brain hemisphericty, self-concept, study habits and home environment of a student. The study of brain hemisphericity has been the subject of research and discussion. It is generally believed that the right and left hemispheres of the brain perform different functions. The left hemisphere is better at such tasks as reading, speaking, analytical reasoning, and arithmetic. The right hemisphere is better at spatial tasks, recognizing faces, and music. Study proved that use of brain based teaching and learning strategies, good study habits, supportive environment in home and high level of self-concept could enhance a child s scholastic achievement. newline