Abstract:
The relative abysmal performance in mathematics at the colleges of education is of great concern and affective variables have been identified as some of the contributory factors to the poor mathematics achievement. This study’s objective was to find out the relations between mathematics affects (self-concept, self-efficacy, achievement motivation) and mathematics achievement of first-year pre-service teachers (PSTs) and also to measure the self-concept, self-efficacy, and achievement motivation in relation to gender and programme of study. The study employed the correlation study design. A sample of 764 pre-service teachers was drawn from five colleges of education using the following sampling technique; convenient and stratified sampling. Statements from the Mathematics Self-Description Questionnaire (Adegoke, 2015), the Middle School Mathematics Self-Efficacy Scale (Usher & Pajares, 2009), the Fennema-Sherman Mathematics Anxiety Scale-Revised (Lim & Chapman, 2013), and the GAGOS Scale (McInerney, 1997) were incorporated into the questionnaire. Independent sample t-test, ANOVA, Pearson's product moment correlation co-efficient, and multiple regression were the statistical techniques used. The study showed a moderately positive relationship between pre-service teachers’ mathematics achievement and their affects (self-concept, self-efficacy, and achievement motivation). All affects are related to mathematics achievement, and are all able to predict mathematics achievement. The findings also showed a significant gender difference favouring male affects. It was therefore recommended for tutors to take into consideration how these variables impact pre-service teachers’ success in mathematics. Tutors should be given refresher training and encourage to use teaching strategies gear towards developing pre-service teachers’ affects.
