INDIVIDUAL FACTORS IN THE DEVELOPMENT OF NEGATIVE MATHEMATICS SELF-CONCEPT AMONG GIRLS AT A RURAL SCHOOL IN CENTRAL PROVINCE, ZAMBIA
DOI:
https://doi.org/10.46827/ejes.v7i7.3168Keywords:
negative Mathematics self-concept, family and community, Interpretative Phenomenological Analysis (IPA)Abstract
This study was centred on ascertaining individual factors which influence the development of negative Mathematics self-concept in girls. The research was based on a single case study and utilized the qualitative research approach. The sample consisted of a total of 18 participants. Thus, a sample of seven grade 11 girls with low Mathematics self-concept, seven parents to the girls and four teachers of Mathematics at the school were purposively selected from Mwabonwa (pseudonym) Girls’ Secondary School situated in a rural area of Central Province of Zambia. In-depth interviews were conducted with girls, teachers and parents. A focus group discussion was held with pupils only and a document review to understand pupils’ statuses and their past academic performance was employed. Data was analysed with the use of the Interpretative Phenomenological Analysis (IPA) Method. A number of indicators revealed two key individual factors influencing low Mathematics self-concept in girls. These factors include: girls’ negative perceptions of Mathematics and poor Mathematics background. In a nutshell, these findings show that to understand the low self-concept girls have in Mathematics one had to appreciate the individual experiences of the girls in the subject.
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