Pages: (12-27 )

Abstract

This study was designed to investigate the effect of students’ attitude, learning style and mathematical ability on students’ achievement in Economics.

Heider’s Attribution theory provided the framework, while the study adopted the correlational survey design. The sample study used was a total of 250 students which was extracted from five schools within the Ibadan North Local Government Area of Ibadan, Oyo State.  From each school, 50 senior secondary school II students were randomly selected. Instruments used were achievement in Economics (r =.83), students’ mathematical ability (r =.88) tests, students’ attitude (r =.71), and students’ learning style (r=.78) rating scale. Data were analysed using descriptive statistics, Pearson’ product moment correlation and multiple regression at 0.05 level of significance.

Students’ attitude (r =.143) has a relationship with students’ achievement in Economics, students’ learning style (r =.033) had no relationship with students’ achievement in Economics while students’ mathematical ability ((r =-.540) had significant positive relationship with students’ achievement in Economics. The composite contribution of the independent variables to achievement was significant (F_(3,246) = 35.243; adj. R²=0.30), accounting for 30.1% of the total variation in students’ achievement in Economics.  Students’ attitude (β = -0.098), students’ learning style (β = 0.004) and students’ mathematical ability (β = 0 .531) contributed to students’ achievement. It was revealed from the study that students’ learning style and students’ mathematical ability have potential strength to improve students’ achievement in Economics. It is therefore recommended that these two variables must be given adequate considerations to improve students’ achievement in Economics.
 

Keywords: Students Attitude, Learning Style, Mathematical Ability, Students’ Achievement, Economics.,

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