Influence of Self-Talk Strategies on Students’ Mathematics Performance in Public Secondary Schools in Dar es Salaam City Council, Tanzania

Abstract

Mathematics performance remains a significant concern in secondary education, partly because students’ negative thoughts, mathematics anxiety, low confidence, and fear of failure may reduce their participation and persistence in mathematical tasks. This study examined the influence of self-talk strategies on students’ mathematics performance in public secondary schools in Dar es Salaam City Council. The main objective was to investigate how positive self-talk, replacement of negative thoughts, and encouragement of constructive internal dialogue influence students’ mathematics performance. The study adopted a mixed-methods research approach and an explanatory sequential research design. The study involved 118 actual respondents comprising 100 students, 12 mathematics teachers, and 6 heads of schools. Data were collected using structured questionnaires and semi-structured interviews, supplemented by classroom observations. Quantitative data were analysed using frequencies and percentages in SPSS Version 26, while qualitative data were analysed thematically. Validity was enhanced through expert review and piloting, while reliability was addressed through test-retest procedures. Ethical considerations included institutional permission, informed voluntary participation, confidentiality, anonymity, and respect for participants’ rights. Findings showed that 90% of students agreed or strongly agreed that teachers guided them to use positive self-talk in class; 90% reported that positive self-talk improved their mathematics performance; and 90% reported better performance when self-talk was encouraged. Furthermore, 88% indicated that teachers helped them replace negative thoughts with positive ones, while 88% reported that self-talk helped shy students participate actively. Interview findings indicated improved confidence, reduced mathematics anxiety, greater persistence, and increased classroom participation. The study concludes that self-talk strategies positively influence students’ perceived mathematics performance. It recommends integrating positive self-talk into mathematics instruction, strengthening teacher training, and providing targeted support for learners experiencing mathematics anxiety.