ABSTRACT

There has been a growing interest in research investigating various issues of students’ mathematics performance. Following the theory of planned behaviour and the Self—efficacy theory, this study aimed at determining the effect of attitudes, subjective norms, and Sd labellers on the mathematics performance of students in secondary schools. The study involved 75-I X() respondents who were randomly selected. Questionnaires were used to collect the data. Data going and entry were cloned using Epi data. Descriptive statistics in terms of frequencies. mean and standard deviation were used to analyze the demographic characteristics of the respondents. Pearson’s Correlation analysis was used to investigate the linear relationship between performance and the three independent variables (attitude, subjective norm and sd label ief), Repression analysis was conducted to establish the impact of the relationship between attitude, and subjective non and self—belief on students’ mathematics performance. It was found that altitudes and self-beliefs had a significant positive effect on performance while subjective norms do not. The variables of Attitudes, Subjective Norms and self-beliefs, each contributed 2.04%. .11% and 2.55% respectively to the mathematics performance variable. The overall contribution value of Attitude, Subjective Norms. and Self-belief variables to students’ mathematics performance was 31%. This indicates that 69% of students’ mathematics performance is influenced by other variables not analyzed in this study,