The Self-Concept of Children with and Without Mathematics Difficulties in Awassa primary school
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Date
2006-06
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Addis Ababa University
Abstract
Several investigations have studied related to children with
disabili ties. No research related to the area of learning
difficulties or mathematics difficulties has been done
particularly in Ethiopia. The development of self-concept has
a great impact in tile area of mathematics difficulties.
Creating awareness and providing valuable information related
to the self-concept qf children with mathematics difficulties
was the main objective of the study. The study investigated
the difference in self-concept of children wi th and wi thout
mathematics difficulties based on the response of CFSEI-2.
Twenty grade
five
children were chosell in each group
depending on the criteria of children with and without
mathematics learning difficul ties. Statistical methods such
as Pearson r chi square and t-tests were used to analyze the
data.
In accord with previous research,
children with
mathematics difficulties were found to hold lower opinions of
their mathematics abilities than children without mathematics
difficulties. Also, children with mathematics difficulties
held less favorable perception of their academic abilities.
However children with and without mathematics difficulties
did not differ in ratings of general self-concept. These
results indicate that children with mathematics difficulties
maintain general positive self-evaluations, despite their
recognition of limitations in some areas .
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Keywords
The Self-Concept of Children, with and Without Mathematics