Student Self-Description of Mathematical and Verbal Skills and Mathematical and English Achievements

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Joppi J. Rondonuwu


This study analyzed and described the respondents’ self-description of mathematical and verbal skills, together with mathematical and English Language achievements, among 90 male and 90 female students at a private high school in Indonesia. Correlations of both mathematical and verbal skills with both mathematics and English achievements were investigated, along with the size of their effect. The findings showed that the students had average levels of mathematical and verbal skills, an above average level of mathematics achievement, and an average level of English achievement. Significant differences were found in the self-description of verbal and mathematical skills, and the achievements in an English subject for female and male students. Female students returned significantly higher scores for their self-description of verbal skill as well as English achievement, while male students did so only for their self-description of mathematical skill. Both self-description of mathematical and verbal skills simultaneously had a positive and significant association with mathematics and English achievement.


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