Retention as Predictor of Students’ Self-Esteem and Academic achievement in Mathematics in Nsukka Education Zone

Abstract

The study examined retention as a predictor of students’ self-esteem and academic
achievement in mathematics. Four research question and four null hypotheses guided
the study. The study adopted a correlational survey design. Population of the study
included all the SS II secondary school students in Nsukka Education Zone. A sample
of 300 secondary school students selected from public secondary schools in the three
Local Government Areas in Nsukka Education Zone using multi-stage sampling
procedure. Two research instruments: Self-esteem questionnaire (SEQ) and Students’
Retention Scale (SRS) were used for data collection. The instruments were validated
by three experts. The internal consistency reliability of the instruments was determined
using Cronbach alpha method. The reliability estimates realized were 0.82 and 0.92 for
Students’ Retention Scale (SRS) and Self-esteem questionnaire (SEQ) respectively.
The data collected were analyzed using multiple regressions and linear regression to
answer research questions and Analysis of variance (ANOVA) and t-test to test
hypotheses at 0.05 level of significance. The major findings of the study revealed a
significant relationship between retention, self-esteem and academic achievement in
mathematics. Consequently, it was recommended that parents should foster positive
academic interaction in their children at an early stage of life in order to prioritize re
learning, recognition and recall in educational settings as it has direct relationship with
students’ self-esteem and academic achievements.