Self-Awareness and Mathematics Achievement among Ordinary Level Secondary School Students under the Competency-Based Curriculum in Mbarara City
Abstract
The study explored the relationship between self-awareness and academic achievement in mathematics among ordinary-level secondary school students in Mbarara city, Uganda. A quantitative research approach using a cross-sectional design was adopted. A sample of 235 ordinary level students randomly selected from both private and public secondary schools participated in the study. Data on self-awareness was collected using the self-awareness scale developed by Scheier and Carver (1985), while academic achievement was measured using standardised end-of-term mathematics scores. Descriptive statistics and the Pearson product moment correlation coefficient were used to analyse the data. The findings revealed a moderate positive correlation (r =.543, p ≤ .01) between self-awareness and mathematics achievement among ordinary level secondary school students in Mbarara city. The study concludes that fostering self-awareness is a valuable intervention in enhancing achievement in mathematics. Recommendations for future research include conducting longitudinal studies on self-awareness among college and university students.
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