eng Science and Education Publishing American Journal of Educational Research 2327-6150 2020-09-26 8 9 698 704 10.12691/education-8-9-12 EDUCATION20208912 article Samuel Agbornu Sagbornu@franco.edu.gh 1 Leonard Kwame Edekor 1 Department of Mathematics and ICT, St. Francis College of Education, Hohoe, Ghana The main aim of this study was to determine the relationship between senior high school students¡¯ mathematics self-efficacy, self-concept and their mathematics achievement in Twifo Hemang Lower Denkyira District of the Central Region of Ghana. A probability stratified random sampling technique was used to obtain representatives of the two schools under consideration in the proportion of the population of the two schools. A total of one hundred and fifty (150) form two students were involved in the study. The research design adopted was correlational design and the instruments developed and used for obtaining relevant data for the study was the Likert scale type of questionnaire and achievement test. An independent sample t-test was conducted to find the differences in achievement scores of low and high mathematics self-efficacy and self-concept students. The major result established in the study was that students¡¯ mathematics self-efficacy correlated students¡¯ mathematics achievement. The result also established that students¡¯ mathematics self-concept did not correlate with their mathematics achievement. In view of this, it was recommended that constructs that are related to students¡¯ academic performance should be given prominent attention. For example, teachers of mathematics must make frantic efforts at all times to increase students¡¯ mathematics self-efficacy when teaching so that students would be able to overcome the challenges they face when learning mathematics subject. http://pubs.sciepub.com/education/8/9/12/education-8-9-12.pdf mathematics self-efficacy self-concept achievement test