STUDENTS’ PERCEPTION OF TEACHERS’ COMPETENCE, TEACHERS’ CONTROL ORIENTATION AS CORRELATES OF STUDENTS’ INTEREST, SELF EFFICACY BELIEF, AND ACHIEVEMENT IN MATHEMATICS

i STUDENTS’ PERCEPTION OF TEACHERS’ COMPETENCE, TEACHERS’ CONTROL ORIENTATION AS CORRELATES OF STUDENTS’ INTEREST, SELF EFFICACY BELIEF, AND ACHIEVEMENT IN MATHEMATICS BY UGWU, BERNARD EZENWA PG/Ph.D/09/50884 DEPARTMENT OF EDUCATIONAL FOUNDATIONS FACULTY OF EDUCATION UNIVERSITY OF NIGERIA, NSUKKA FEBRUARY, 2017 i TITLE PAGE STUDENTS’ PERCEPTION OF TEACHERS’ COMPETENCE, TEACHERS’ CONTROL ORIENTATION AS CORRELATES OF STUDENTS’ INTEREST, SELF EFFICACY BELIEF, AND ACHIEVEMENT IN MATHEMATICS BY UGWU, BERNARD EZENWA PG/Ph.D/09/50884 A Ph.D THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS UNIVERSITY OF NIGERIA NSUKKA IN FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN EDUCATIONAL PSYCHOLOGY SUPERVISOR: PROF U N EZE FEBRUARY , 2017 i ii APPROVAL PAGE This project has been approved for the Department of Educational Foundations By Prof Uche Eze Prof.C.J.A Onwuka Supervisor Head of Department _ External Examiner Internal Examiner _ Prof S C Nwizu Dean, Faculty of Education ii iii CERTIFICATION This is to certify that Ugwu, Bernard Ezenwa, a Postgraduate Student in the Department of Educational Foundations with registration number PG/Ph.D/09/50884 has satisfactorily completed the requirement for the research for the degree of Doctor of Philosophy in Educational Psychology The work embodied in this thesis is original and has not been submitted either in part or full for any other diploma or degree of this or and any other university Prof Uche Eze (Supervisor) _ Ugwu Bernard Ezenwa (Student) iii iv DEDICATION This thesis is dedicated to my very dear and supportive wife Mrs Theresa Ugwu and children, Thank God, Promise, Darlington and Precious iv v ACKNOWLEDGMENTS The researcher is highly indebted to Prof U.N Eze, the project supervisor, whose fatherly roles, constant encouragement, sincere advice and constructive criticisms throughout the period of this work, brought the investigation to this final stage May the good Lord reward him sufficiently The researcher is also grateful to Dr D U.Ngwoke, Dr D E.Adimora, Dr L.N Onuigbo, Dr I G Nwimo,Dr F.U Odo, Dr Eke V.U,Dr Christain Ugwuanyi, Prof.E C Umeano and Mr Osita Ossai for their genuine assistance.Nze Nwali T C is equally appreciated for his friendly support The researchers profound gratitude and deep appreciation go to Dr (Mrs) Ebere Obetta, Mrs Oge Agbo, Mr Adene Friday, Mrs M Obetta,Mrs Onyish C.N,Mrs Eze P.O, my Colleagues, friends and others too numerous to mention here for their very supportive roles and encouragement that eventually made the completion of this work a reality Thanks to U.K Computers for her patience in formatting and printing the work Very big thanks to the researcher’s wife and children for their support and understanding Finally, the researcher expresses his undiluted gratitude and appreciation to the Almighty God for his protection and guidance that eventually brought this work to fruition May He receive all glory, all power and adoration v vi TABLE OF CONTENTS TITLE PAGE i APPROVAL PAGE ii CERTIFICATION iii DEDICATION iv ACKNOWLEDGMENTS v TABLE OF CONTENTS vi LIST OF TABLES ix LIST OF FIGURES x ABSTRACT xi CHAPTER ONE: INTRODUCTION Background of the Study Statement of the Problem 11 Purpose of the Study 13 Significance of the Study 13 Scope of the Study 15 Research Questions 16 Hypotheses 16 CHAPTER TWO: REVIEW OF RELATED LITERATURE Conceptual Framework 19 Teachers’ Competence 19 Teachers Control Orientation 21 Interest 23 Self-Efficacy Belief 26 Achievement 30 Relationship among Teachers’ Competence, Control Orientation, Interest, Self-efficacy Belief and Achievement 31 Theoretical Framework 33 Kyriacou’s Theory of Teacher Effective 33 vi vii Ajzen’s Theory of Planned Behaviour/Reasoned Action 34 Theory of Interest 35 Flow theory and Undivided Interest 35 Bandura’s Social Cognitive Theory of Self-Efficacy Belief 36 Related Empirical Studies 39 Studies on teachers’ competence and students’ achievement 39 Studies on Teachers’ Competence and Students’ Interest 42 Studies on teachers’ competence and students’ self-efficacy belief 45 Studies on teachers’ control orientation and students’ achievement 47 Studies on teachers’ control orientation and students’ interest 51 Studies on teachers’ control orientation and students self efficacy belief 53 Summary of Reviewed Literature 56 CHAPTER THREE: RESEARCH METHOD Design of the Study 59 Area of the Study 59 Population of the Study 60 Sample and Sampling Technique 60 Instruments for Data Collection 61 Validation of the Instruments 63 Reliability of the Instruments 63 Method of Data Collection 64 Method of Data Analysis 65 CHAPTER FOUR: RESULTS 68 CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSIONS, EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS AND SUMMARY Discussion of Results 78 Conclusion 83 Educational Implications of the Findings 84 Recommendations 86 Limitation of the Study 87 viii Suggestions for Further Studies Summary of the Study 87 88 vii REFERENCES 93 APPENDICES Appendix A: Questionnaire 112 B: Distribution of Secondary Schools by Education Zones and Local Government Areas in Enugu State 121 C: Number of Public Secondary School in Enugu State Zone by Zone 130 D: Continuous Assessment Data Collection Profoma for the 2014/2015 SS II Student in Their 2013/14 SS I Academic Session 131 E: Reliability 132 F: Correlations and Regression 144 viii ix LIST OF TABLES Table| Pages 1: Regression analysis of the relationship between students’ perception of teachers’ competence and their mean achievement score in mathematics 66 2: Regression analysis of the relationship between students’ perception of teachers’ control orientation and their mean achievement score in mathematics 67 3: Regression analysis of the relationship between students’ perception of teachers’ competence and their mean interest rating in mathematics 68 4: Regression analysis of the relationship between students’ perception of teachers’ control orientation and their mean interest rating in mathematics 69 5: Regression analysis of the relationship between students’ perception of teachers’ competence and their mean self-efficacy belief rating in mathematics 70 6: Regression analysis of the relationship between students’ perception of teachers’ control orientation and their mean self-efficacy belief rating in mathematics 72 7: Analysis of variance of the relationship between students’ perception of teachers’ competence and their mean achievement in mathematics 73 8: Analysis of variance of the relationship between students’ perception of teachers’ control orientation and their mean achievement score in mathematics 73 9: Analysis of variance of the relationship between students’ perception of teachers’ competence and their mean interest rating in mathematics 74 10: Analysis of variance of the relationship between students’ perception of teachers’ control orientation and their mean interest rating in mathematics 74 11: Analysis of variance of the relationship between students’ perception of teachers’ competence and their mean self-efficacy belief rating in Mathematics 75 12: Analysis of variance of the relationship between students’ perception of teachers’ control orientation and their mean self-efficacy belief rating in mathematics 76 ix 116 TEACHERS’ CONTROL ORIENTATION RATING SCALE (TCORS) Dear Respondents, This questionnaire requires you to honestly rate your mathematics teacher appropriately against the items listed below Please tick (√) against the column of your choice You are assured of utmost confidentiality Note that only one tick (√) per statement is allowed The choices are: Often (O) (4), Sometimes (S) (3), Rarely (R) (2, and Never (N) (1) Teachers’ Control Orientation Rating Scale Section A Personal Data: Male Female Class 117 SECTION A Authoritarian Control Orientation S/N Items O The teacher punishes students without questioning He/she carries cane about while teaching The teacher shouts at students in anger The teacher requires the students to obey without asking 10 11 questions He/she allows the students to behave any how they like The teacher jokes with erring students He/she encourages chorus answers The teacher walks around while teaching He/she backs students while teaching The teacher listens to students’ point of view The teacher ridicules erring ST R N SECTION B Humanistic Control Orientation S/N 12 Items O The teacher encourages students to make better behaviour choice through awards 13 He/she discusses the consequences of misbehaviours with the students 14 The teacher threatens to report a misbehaving student to his/her parents 15 He/she has “I don’t care” attitudes towards noise making 16 The teacher is ever ready to fight a disturbing student 17 The teacher warns misbehaving students before punishing them 18 He/she makes unnecessary comparison that discourages students 19 The teacher ignores students’ complaints 20 He/she allows noise makers to stay together 21 The teacher calls erring students by their names with frown 22 He/she does not get offended easily 23 The teacher looks steadily at a disturbing student without talking Mathematics Interest Scale for SSII ST R N Instruction: Each statement is followed by four Responses In the column provided Tick (√) against the response you consider to be most appropriate for your answer The options are Strongly Agree (SA) (4), Agree (A) (3), Disagree (D) (2) Strongly Disagree (SD) (1) 118 Mathematics Interest Scale for SSII S/N 10 11 12 13 14 15 16 17 18 19 20 Items SA I find mathematics very interesting to learn Studying mathematics to me is a waste of time I not like going to the class when mathematics lessons are taught I will not pursue mathematics related courses after my secondary education I hardly miss any mathematics class I only learn mathematic when I have examination Discussing mathematics problems discourages me To work as a mathematician will bring satisfaction to me I rejoice when our mathematics teacher is absent from class The knowledge of mathematics helps me in solving life problems I usually urge my parents to buy mathematics textbooks to improve my knowledge of mathematics Mathematics class is always boring I enjoy studying mathematics at my leisure time I like to read works done by people who have made inventions in mathematics I miss mathematics classes more than other classes I encourage my friends to take interest in mathematics I complete with other students for higher scores in mathematics tests Scoring low marks in mathematics does not bother me at all My hatred for mathematics makes me hate even the teacher I developed interested in mathematics from my primary school A D SD 119 Students’ Mathematics Self-Efficacy Belief Questionnaire (SMSEBQ) Dear Respondents, This questionnaire is designed to help us get a good understanding of your level of confidence in performing mathematical tasks Please honestly indicate the degree of your confidence in each of the things described below by ticking (√) against the appropriate columns of your choice You are assured of utmost confidentiality The options are; Strongly Agree (SA) (4), Agree (A) (3), Disagree (D) (2), Strongly Disagree (SD) (1) Remember that only one tick like (√) per sentence is permitted Mathematics Self-Efficacy Belief Questionnaire (MSEBQ) S/N Items SA A I score high grades in mathematics through personal efforts I find it difficult to follow the mathematics teacher when s/he teaches it I not usually engage in difficult mathematics tasks When I study mathematics, I find it easy to comprehend the task demand I am more confident studying mathematics alone than in group I not score high grades in mathematics I can always solve mathematics tasks that prove difficult to my 10 colleagues Mathematics is not a subject I can pass because it is too hard I only need a little guide from my teacher in mathematics I finish any home work in mathematics on time as requested by the 11 12 13 teacher I only solve mathematics tasks that are not difficult I depend on friends for high grade in mathematics I approach mathematics teachers to help me when I not 14 15 16 17 18 19 20 understand an aspect of my mathematics school work Mathematics is very difficult My ability cannot carry any subject that has to with calculations I get discouraged when mathematics proves too difficult I handle most mathematics problems with ease Scoring low marks in mathematics encourages me to work harder I am always afraid attending mathematics classes I find it easier to understand mathematics problems than any other subject D SD 120 APPENDIX B DISTRIBUTION OF SECONDARY SCHOOLS BY EDUCATION ZONES AND LOCAL GOVERNMENT AREAS IN ENUGU STATE AGBANI ZONE Enugu South Local Government S/N Name of School Union Secondary School Awkunanau G.G.S Awkunanaw Idaw-River GSS Enugu Army Day Secondary School Awkunanaw Uwani Secondary School Enugu HRC Enugu CIC Enugu M/Land Secondary School Enugu CSS Obeagu Awkunanaw 10 CSS Ugwu Aji 11 Comp Secondary School Akwuke 12 CSS Ndiagu Amechi 13 Mode H.S Amechi Awkunanaw 14 Chukwu Memo Secondary School 15 GHS Uwani Total SSII Students Population 65 78 163 130 122 140 122 120 110 95 98 73 89 86 87 1578 NKANU EAST LGA S/N Name of School CSS Amagunze CSS Nomel CSS Amafor Ugbawka BSS Nara Unateze GSS Nara CSS Isigwe Ugbawka CSS Ihuokpara CSS Nkerefi CSS Uzam Idodo 10 CSS Ubahu 11 CSS Mburumbu 12 Igwebuike CSS Imeoha 13 CGSS Enuogu Nkerefi 14 CSS Akpawfu 15 CSS Owo 16 Comp Secondary School Eziama Idodo 17 CSS Mbulu Owo Total SSII Students Population 80 54 88 60 90 63 66 100 78 86 55 60 70 48 60 55 68 1181 NKANU WEST LGA S/N Name of School SSII Students Population 121 10 11 GSS Obe 64 OHS Ozalla 66 CSS Agbani 84 Akpugo Secondary School Akpugo 80 CSS Obuofia Awkunanaw 44 CSS Umueze Awkunanaw 63 CSS Agbasha 84 GSS Akegbe Ugwu 98 CSS Amuri 80 Model Secondary School Agbani 65 CSS Amodu Awkunanaw 64 Total 792 Source: Planning, Research and Statistic Unit, PPSMB Agbani Zonal Office AWGU ZONE Aninri S/N Name of School CSS Mpu CSS Ndeabor CSS Oduma AHS Nenwe GHS Nenwe OHS Okpanku CSS Okpanku CSS Ohofia Oduma CSS Ezinesi Oduma 10 CSS Emudo Nenwe 11 MSS Mpu 12 USS Oduma 13 GSS Oduma 14 Agbo Echaro H.S Aninri 15 CSS Agbada Nenwe Total SSII Students Population 77 66 80 100 89 66 50 64 59 90 83 99 76 94 81 1174 122 Agwu LGA S/N Name of School GSS Owelli Comp H.S Ogugu CSS Amabor Owelli CSS Ihe CSS Ogbaku GSS Agbogugu CSS Mmaku CSS Ugbo BSS Mgbowo 10 Mmaku H.S Mmaku 11 GSS Mgbowo 12 GSS Mmaku 13 CSS Ugbo-Okpalla 14 CSS Ituku 15 BSS Awgu 16 GHS Mgbowo 17 CSS Agbudu Awgu 18 UGSS Ugwuleshi 19 CSS Nkwe Awgu 20 Eziobi SS Ugwueme 21 USS Awgu 22 RHS Awgu 23 CSS Isu Awa 24 CSS Ugwueme 25 CSS Obeagu Awgu 26 St Vincent SS Agbogugu Total SSII Students Population 66 79 88 90 94 80 66 73 69 78 53 60 64 80 61 88 60 83 70 80 74 86 91 88 70 74 1965 Oji-River LGA S/N Name of School CCC Achi GSS Isikwe Achi GSS Achi MCBSS Inyi GHS Inyi CSS Isiama Awlaw AHS Awlaw AHS Akpugoeze CSS Ugwuoba 10 GHS Ugwuoba 11 Urban SS Oji River Total SSII Students Population 80 98 96 90 98 68 60 89 98 63 80 920 123 ENUGU ZONE Enugu East LGA S/N Name of School National Gram School Nike St Pat S.S Ememe GSS Abakpa Nike TEGSS Enugu New HBS Enugu CSS Ugwuogo Nike GSS Emene Annunciation SS CHS Emene Total SSII Students Population 139 120 118 136 150 154 140 130 98 1185 Enugu North LGA S/N Name of School Queen’s School Enugu CSS Iva Valley Urban Girls Secondary School Enugu Metro GSS Enugu City Girls Secondary Enugu N/Layout Secondary School Enugu Day SS Independence L/Out Government Secondary School Enugu Coal Camp Secondary School Enugu Total SSII Students Population 230 215 210 180 185 122 175 185 119 1621 Isi-Uzo LGA S/N Name of School Ogo CSS Ikem CSS Neke CSS Eha-Ohuala CSS Mbu CSS Umuhu Union Secondary School Eha-Amufu CSS Umu Alor Total SSII Students Population 68 88 80 85 90 96 64 571 124 NSUKKA ZONE Igbo Etiti LGA S/N Name of School St James Secondary School Aku Girls Secondary School Aku Community Secondary School Aku Premier Secondary School Ukehe Community High School Ukehe Orinandu Community Secondary School Ukehe Community High School Ekwegbe Community Secondary School Ukopi Community Secondary School Ohodo 10 Community Secondary School Umana 11 Community Secondary School Ozalla 12 Community Secondary School Ohebedim 13 Community Secondary School Umunko 14 Igbo Etiti CSS Ohodo 15 Comp Secondary School Diogbe Total SS II Students Population 128 120 94 160 85 71 154 66 84 88 80 115 98 81 60 1484 Nsukka LGA S/N Name of School STC Nsukka NHS (1) Nsukka NHS (2) Nsukka QRSS Nsukka Community Secondary School Isienu Opi High School Opi GSS Opi CSS Opi Agu St Cyprian GSS Nsukka 10 MSS Nsukka 11 Urban BSS Nsukka 12 Urban GSS Nsukka 13 Community Secondary School Alor-Uno 14 CSS Obimo 15 CSS Akpotoror Obimo 16 CSS Nru 17 CSS Obukpa 18 CSS Ede-Oballa (1) 19 CSS Ede-Oballa (II) 20 Edem CSS Edem 21 Edemani High School Edemani 22 CSS Lejja 23 Lejja High School Lejja 24 CSS Ibagwa Ani SS II Students Population 240 187 170 173 141 150 84 50 98 112 131 89 70 58 120 130 189 150 115 60 80 93 156 125 25 26 27 28 29 30 31 CSS Okpuje CSS Okutu CSS Umabor CSS Agu Umabor CSS Ehandiagu CSS Breme CSS Ajuona Obimo Total 60 44 157 43 50 40 46 3286 Uzo-Uwani LGA S/N Name of School SS II Students Population Adada Secondary School Nkpologu 86 Uzo-Uwani Secondary School Adani 46 CSS Abi Ugbene 83 CHS Nrobu 50 CSS Ukpata 43 CSS Nimbo 87 CSS Ogurugu 44 BSS Umulokpa 41 GSS Umulokpa 40 10 Atta Memorial High School Adada 70 11 WSS Opanda 73 12 Uvuru Secondary School Uvuru 44 13 CSS Ugbene Ajima 68 14 Total 775 Source: Planning, Research and Statistics (PRS) unit, PPSMB, Nsukka Zonal Office 2013/14 OBOLLO AFOR ZONE Igboeze North LGA S/N Name of School CSS Uda CSS Umuogbo Agu CSS Ette CSS Isiugwu CSS Igogoro CHS Umuida CSS Amachalla CSS Amufie CSS Umuopu 10 Igboeze Secondary School Enugu Ezike 11 City High School Ogrute 12 CSS Imufu 13 MSS Ette 14 CHS Olido 15 Comp High School Ezeaku Inyi 16 CSS Ama Orban Inyi 17 Aji High School Aji 18 St Luke’s Model Secondary School Ekposhi SS II Students Population 123 94 40 160 140 148 83 80 190 117 125 144 195 56 50 120 124 126 19 20 21 Union Secondary School Ugbaike CSS Aguibeje CSS Okpo Total Igbo-Eze South LGA S/N Name of School BSS Ibagwa Aka CSS Iheakpu Awka CSS Unadu CSS Uhunowere CSS Alor Agu GSS Iheaka CSS Itchi BSS Ovoko CSS Nkalagu Obukpa 10 CSS Ibagwa Aka Total 66 84 130 2269 SS II Students Population 60 236 80 88 65 136 60 160 80 64 1029 Udenu LGA S/N Name of School SS II Students Population CSS Obollo Afor 126 CSS Amalla 97 CSS Ezimo Uno 112 CSS Ogbodu Aba 80 CSS Orba 110 CGSS Imilike Ulo 140 BHS Orba 161 CSS Imilike Agu 75 Ada Comm Sec School Obollo Etiti 102 10 CSS Umundu 140 11 GSS Owereeze Orba 179 12 St Patrick’s College Obollo Eke 60 13 Ezimo Agu High School Ezimo Agu 98 14 CSS Obollo Etiti 42 Total 1522 Source: Planning, Research and Statistics (PRS) Unit PPSMB Obollo Afor Zonal Office 2013/2014 UDI ZONE Ezeagu LGA S/N Name of School SS II Students Population SGSS Oghe 80 ABSS Oghe 94 CSS Olo 83 Agu Obu Owa High School 48 Ezeagu Sec Sch Isi Ugwu Umana 88 Model Sec Sch Olo 96 CSS Awha Ndiagu 55 CSS Imezi Owa 88 127 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Udi LGA S/N 10 11 12 13 14 15 16 17 18 19 20 21 22 23 CSS Obelagu Umana CSS Obinofia Ndiagu CHS Umumba Udiagu Mgbagbu Owa CSS Agu Obu Umumba CSS Ogwufia Imezi Owa CSS Aguobu Iwollo GSS Agu Obu Owa CSS Agba Umana CSS Omughu Umana CSS Obinofia Ndiuno CSS Awha Imezi CHS Okpudo Obeleagu CSS Ozom Mgbagbu Owa CSS Umana Ndiagu CSS Umumba Ndiuno Iwollo High School Iwollo USS Ihuonyia Amansiodo CSS Ezema Imezi Owa CSS Umuaji Mgbagbuowa Total 63 66 51 66 81 66 58 59 88 86 90 83 58 60 88 44 70 61 46 48 1964 Name of School Christ High School Abor STSS Abor St Paul’s S.S Eke CSS Ogor Affa CSS Awhum CHS Obioma CHS Amokwe GHS Nachi Comp High School Ukana CSS Ebe CSS Umulumgbe Comp High School Udi Abia CSS Akpakume CSS Nze CSS Nsude CSS Agbudu CSS Amokwe Affa Nachi High School Nachi GSS Ngwo CSS Okpatu CSS Ngwo Uno CSS Ama Ozalla Affa CSS Egede Total SS II Students Population 150 125 112 98 125 100 90 99 88 100 66 75 68 95 63 71 84 96 140 96 112 78 112 2243 128 Source: Planning, Research and Statistics (PRS) Unit PPSMB Udi Zonal Office 2013/1014 129 APPENDIX C NUMBER OF PUBLIC SECONDARY SCHOOL IN ENUGU STATE ZONE BY ZONE S/N ZONE Agbani Awgu Enugu zone Nsukka Obollo Afor Udi NUMBER OF SCHOOL 43 52 25 61 45 51 10% OF THE NUMBER 5 School Sampled Zone by Zone S/N Zone Name of School Sampled Number of Students M F Total 40% of Student Pop Agbani Awgu Enugu Nsukka Obollo Afor Uwani Sec School CSS Ugwu Aji CSS Agbani CSS Nkerefi USS Oduma CSS Ihe CSS Ugwuoba CSS Isu Awa CSS Ugwueme CHS Emene Coal Camp Sec Sch CSS Neke CHS Ekwegbe CSS Nru CSS Nimbo CSS Ede Oballa CSS Lejja CSS Umabor CSS Uda 42 34 26 32 48 38 35 30 48 35 49 36 42 39 37 60 27 55 39 80 61 58 68 51 52 63 61 51 63 70 52 112 81 50 90 53 102 84 122 95 84 100 99 90 98 91 99 98 119 88 154 120 87 150 80 157 123 49 38 34 40 40 36 39 36 40 39 48 35 62 48 35 60 32 63 49 CSS Isiugwu CHS Umuida CSS Unadu CSS Umundu CSS Imeziowa CSS Obinofia Ndi-uno MSS Olo CSS Omughu Umana CSS Umana Ndiagu 58 37 28 49 37 33 34 32 24 102 111 52 91 51 57 62 54 54 160 148 80 140 90 96 96 88 3030 64 59 32 56 35 36 38 34 35 1212 Udi 130 APPENDIX D CONTINUOUS ASSESSMENT DATA COLLECTION PROFOMA FOR THE 2014/2015 SS II STUDENT IN THEIR 2013/14 SSI ACADEMIC SESSION NAME OF SCHOOL S/N NAME OF STUDENT 1ST TER M 2ND TERM 3RD TERM 1ST TERM TOTAL (SS II) AVERAGE ... purpose of the study was to investigate students’ perception of teachers’ competence, teachers’ classroom control orientation as correlates of students’ interest, selfefficacy belief and achievement. .. conducted mainly in foreign countries on students’ perception of teachers’competence ,teachers’ control orientation as correlates of students’ interest, self- efficacy belief and achievement in mathematics. .. study examined students’ perception of teachers’ competence, teachers’ 16 classroom control orientation as correlates of students’ interest, self- efficacy belief and achievement in mathematics Research