School factors that influence female learners’ development of a negative self-concept in mathematics: the case of a rural high school in central Zambia.
Item
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Title
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en
School factors that influence female learners’ development of a negative self-concept in mathematics: the case of a rural high school in central Zambia.
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Description
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An article on how self concept influences academic achievement.
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Self sponsored
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Creator
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Chongo, Nachivula
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Date
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2022-10-11T08:02:03Z
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Date Available
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2022-10-11T08:02:03Z
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Date Issued
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2015
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Abstract
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The study was aimed at ascertaining school factors, which influence the
development of negative mathematics self-concept in female learners. The
study used a case study approach. A sample comprising 7 grade 11 female
learners with low mathematics self-concept from Kalale (pseudonym) Girls’
Secondary School, situated in a rural area of central Zambia, was purposively
selected. The Rosenberg self-concept scale was used to identify learners with
low mathematics self-concept. In-depth face-to-face interviews and a focus
group discussion were conducted with the participants. Data were analysed
using the Interpretative Phenomenological Analysis (IPA) method. Findings
revealed that there were six school factors that influenced the female learners to
have a negative self-concept in mathematics. These factors are: bad personality
attitudes of mathematics teachers; lack of support from teachers; teachers’
mathematics related gender stereotypes; few female mathematics teachers; lack of adequate and consistent guidance and counselling programs in the
school; and poor organisation of the mathematics club in the school.
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Identifier
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1812 -6731
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Language
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en
en
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Publisher
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New Voices in Psychology
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Subject
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Females and mathematics.
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Type
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Article