Effect of Symbolic Form Model on Senior Secondary School Students’ Self-Efficacy in Logic Content of Mathematics Curriculum

Abstract

The study investigated the effect of symbolic form model's effect on senior secondary school students' self-efficacy in logic content of mathematics curriculum. The research was guided by three research questions and three hypotheses. The study used a quasi-experimental design. The population of this research was 2,342 SS 2 learners in Enugu State's Nsukka LGA. The study's subjects were a group of 172 students from four different schools. Four SS 2 classes were randomly assigned to experimental and control groups via balloting. Both the experimental and control groups were subjected to pre- and post-testing. The study's data was collected using the Students' Self-efficacy in Logic Content of Mathematics Curriculum Questionnaire (SSLCMCQ), which has a reliability coefficient of 0.85. SPSS software was used to analyze the data collected. The study questions were reported using the mean and standard deviation, and the hypotheses were tested using analysis of covariance (ANCOVA) at a .05 level of significance. The symbolic form model in teaching significantly boosted students' self-efficacy in logic content of Mathematics curriculum, according to the findings. Furthermore, gender was not significant on students' self-efficacy in logic content of Mathematics curriculum. Recommendations were made.