August 18, 2025East African Journal of Education StudiesOpen Access

Self-Awareness and Mathematics Achievement among Ordinary Level Secondary School Students under the Competency-Based Curriculum in Mbarara City

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A moderate positive correlation (r = .543, p ≤ .01) was found between self-awareness and mathematics achievement.
The study involved a sample of 235 ordinary level students from both private and public secondary schools in Mbarara City.
Analysis included descriptive statistics and the Pearson product moment correlation coefficient to interpret the data.
These findings imply that promoting self-awareness could improve mathematics performance among secondary school students.

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Implication

Quantitative analysis finds a moderate positive correlation between self-awareness and mathematics achievement in secondary students, suggesting curriculum integration may enhance learning.

Cite This Study

Irene Aheisibwe (2025) studied this question.

synapsesocial.com/papers/68af2ef0cf1dd9ea359e6e1e https://doi.org/10.37284/eajes.8.3.3503

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Implication

Quantitative analysis finds a moderate positive correlation between self-awareness and mathematics achievement in secondary students, suggesting curriculum integration may enhance learning.

Self-Awareness and Mathematics Achievement among Ordinary Level Secondary School Students under the Competency-Based Curriculum in Mbarara City

Key Points

Discussion

Implication

Cite This Study

Self-Awareness and Mathematics Achievement among Ordinary Level Secondary School Students under the Competency-Based Curriculum in Mbarara City

Key Points

Discussion

Implication

Cite This Study

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Also Consider