COUNSELLING IMPLICATIONS OF SOCIO-CULTURAL VALUES ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOLS’ STUDENTS IN MATHEMATICS IN SARDAUNA EDUCATION ZONE, TARABA STATE, NIGERIA

Abstract

This study investigated the counselling implications of socio-cultural values on Academic performance of senior secondary schools’ students in mathematics in Sardauna Education Zone, Taraba State, Nigeria. The study was guided by two objectives, two research questions, and two null hypotheses. The study adopted a descriptive survey design. The total population of this study was 4917 students from twenty eight (28) public senior secondary schools in Sardauna education zone Taraba state, Nigeria. A sample size for this study was 400 students who were selected from fifteen public senior secondary schools. The instrument used for data collection was “Students’ Socio-Cultural Values Questionnaire (SSVQ).” A reliability coefficient of 0.76 was obtained using Cronbach Alpha method. Data collected was analyzed using mean and standard deviation to answer the research questions while inferential statistics of Linear Regression was used to test the hypotheses at 0.05 level of significance. Findings of this study revealed that all the socio-cultural values considered in this study which include Cultural, Educational, Moral and Social value impact on students’ academic performance in mathematics. Also, the study revealed that there was significant impact of socio-cultural values on students’ academic performance in mathematics. The study concluded that socio-cultural values impact on students’ academic performance in mathematics. Based on the findings, the researcher recommended that Mathematics teachers, parents and all who come in contact with the students should encourage them to develop more positive attitude towards Mathematics.