The effects of attributional style on the mathematics performance of senior secondary school students

Abstract

The purpose of this study was to explore the effects of attributional style on the mathematics performance of senior secondary school students. The study involved a sequential explanatory mixed methods approach (QUANTITATIVE + qualitative). The quantitative phase of the study involved 300 students drawn from two schools in two education districts in Lagos State, Nigeria. The qualitative phase involved focus group interviews with 20 students (10 students per school). The major data generation instruments for the study were the Attributional Style Questionnaire (ASQ), the mathematics performance scores of the students, and the focus group interviews. Quantitative data were analysed by calculating correlation coefficients, conducting multiple regression analyses, and performing one-way analysis of variance to compare the subscales across gender, socio-economic status, and attitude of the students towards mathematics. Conversation analysis was used to analyse the qualitative data generated. The findings revealed no significant relationship between attributional style and mathematics performance. Gender-based differences were found in the students’ performance on the stability and globality scales as well as in regard to the effect of their socio-economic status and attitude towards mathematics on their mathematics performance. Future research on all the variables explored in this study could be replicated using different samples. Researchers could also consider using an attributional style questionnaire appropriate for academic issues with a sample similar to that in this study.