A Cross-Sectional Analysis of Mathematics Self-Efficacy and Achievement among Primary and Junior Secondary School Students in Kenema District, Sierra Leone

Abstract

Mathematics achievement remains a critical determinant of future academic and economic opportunities, yet many students in rural Sierra Leone struggle with persistent low performance. While prior research has emphasized cognitive factors and resource availability, the role of affective constructs—particularly mathematics self-efficacy—remains underexplored in this context. This study examined the predictive role of mathematics self-efficacy in mathematics achievement among 384 primary (Class 6) and junior secondary school (JSS 2) students in Kenema District, Sierra Leone. Using a cross-sectional correlational design, data were collected via the adapted Mathematics Self-Efficacy Scale (MSES) and a standardized mathematics achievement test. Hierarchical regression and moderation analyses were used to analyze the data. It was revealed that mathematics self-efficacy significantly predicted achievement (β = 0.47, p < .001), explaining 22% of the variance after controlling for gender, school type (public/private), and grade level. Notably, the self-efficacy–achievement relationship was stronger for junior secondary students than for primary students. Gender did not moderate this relationship, but private school students reported higher self-efficacy and achievement than their public school counterparts These findings underscore the necessity of integrating self-efficacy-enhancing pedagogies—such as mastery modeling, verbal persuasion, and scaffolded problem-solving—into mathematics instruction in low-resource settings. We discuss implications for teacher training, curriculum design, and educational policy in Sierra Leone.

Mathematics achievement remains a critical determinant of future academic and economic opportunities, yet many students in rural Sierra Leone struggle with persistent low performance. While prior research has emphasized cognitive factors and resource availability, the role of affective constructs—particularly mathematics self-efficacy—remains underexplored in this context. This study examined the predictive role of mathematics self-efficacy in mathematics achievement among 384 primary (Class 6) and junior secondary school (JSS 2) students in Kenema District, Sierra Leone. Using a cross-sectional correlational design, data were collected via the adapted Mathematics Self-Efficacy Scale (MSES) and a standardized mathematics achievement test. Hierarchical regression and moderation analyses were used to analyze the data. It was revealed that mathematics self-efficacy significantly predicted achievement (β = 0.47, p < .001), explaining 22% of the variance after controlling for gender, school type (public/private), and grade level. Notably, the self-efficacy–achievement relationship was stronger for junior secondary students than for primary students. Gender did not moderate this relationship, but private school students reported higher self-efficacy and achievement than their public school counterparts These findings underscore the necessity of integrating self-efficacy-enhancing pedagogies—such as mastery modeling, verbal persuasion, and scaffolded problem-solving—into mathematics instruction in low-resource settings. We discuss implications for teacher training, curriculum design, and educational policy in Sierra Leone.

Mathematics achievement remains a critical determinant of future academic and economic opportunities, yet many students in rural Sierra Leone struggle with persistent low performance. While prior research has emphasized cognitive factors and resource availability, the role of affective constructs—particularly mathematics self-efficacy—remains underexplored in this context. This study examined the predictive role of mathematics self-efficacy in mathematics achievement among 384 primary (Class 6) and junior secondary school (JSS 2) students in Kenema District, Sierra Leone. Using a cross-sectional correlational design, data were collected via the adapted Mathematics Self-Efficacy Scale (MSES) and a standardized mathematics achievement test. Hierarchical regression and moderation analyses were used to analyze the data. It was revealed that mathematics self-efficacy significantly predicted achievement (β = 0.47, p < .001), explaining 22% of the variance after controlling for gender, school type (public/private), and grade level. Notably, the self-efficacy–achievement relationship was stronger for junior secondary students than for primary students. Gender did not moderate this relationship, but private school students reported higher self-efficacy and achievement than their public school counterparts These findings underscore the necessity of integrating self-efficacy-enhancing pedagogies—such as mastery modeling, verbal persuasion, and scaffolded problem-solving—into mathematics instruction in low-resource settings. We discuss implications for teacher training, curriculum design, and educational policy in Sierra Leone.