ABSTRACT
The
study examined the relationship between senior secondary school students’
attitude to mathematics and their performance in Agege Local Government Area of
Lagos State. Detailed literature review was carried out in related
sub-headings. The study was carried out using the descriptive survey research
design, using the questionnaire and sampling technique to assess respondents’
opinions. A total of 200 samples were used in this study to represent the
entire population of the study. Four null hypotheses were generated and tested
using the Pearson Product Moment Correlational Coefficient and the Analysis of
Variance (ANOVA) at 0.05 level of significance. At the end of the data
analysis, the following results were obtained: that there is a significant
relationship between students’ attitude and their learning outcomes in the
school, that there is a significant relationship between students’
socio-economic status (SES) and their attitudes in school, that there is a
significant relationship between teachers’ qualification, training and
students’ academic achievement in mathematics at senior secondary school level,
and that there is a significant relationship between students’ socio-economic
status and their motivation towards mathematics in the school. Based on the
conclusions of this study, the following recommendations among others were
made: students should be allowed to have free choice of subjects in the school
and teachers should see themselves as objective umpires in the life of the
children, especially, pertaining to their choice of subjects or courses in
school.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
CHAPTER ONE 1
1.1 Background to the Study 1
1.2 Statement of the Problem 6
1.3 Purpose of the Study 7
1.4 Scope of the Study 8
1.5 Significance of the Study 8
1.6 Research Questions 9
1.7 Research Hypotheses 10
1.8 Definition
of Terms 10
CHAPTER TWO: LITERATURE
REVIEW 12
2.1 The
Concept and Nature of Mathematics in Schools 13
2.2 Theoretical Framework 17
2.3 Theories of Attitude 23
2.4 Gender
and Learning Mathematics in School 28
2.5 Gender
Differences in Children’s Achievement-Related Beliefs
and
Emotional Responses to Success and Failure in Mathematics 33
2.6 Components of Attitude 39
2.7 The
Functions of Attitude 41
2.8 Measurement
of Attitude 42
2.9 How to Change or Improve Students' Attitude towards
Mathematics Learning 50
2.10 Reasons for Students’ Low Performance in Mathematics 54
2.11 Factors
Affecting Students\ Attitude and Performance in Mathematics 56
2.12 Summary of Review 63
CHAPTER THREE: RESEARCH METHODOLOGY 65
3.1 Research
Design 65
3.2 The
population of study 65
3.3 Sample
Size and Sampling Procedure 66
3.4 Instrument
67
3.5 Validity
of the Instrument 67
3.6 Reliability
of the Instrument 68
3.7 Administration
of Instrument 68
3.8 Procedure
for Data Analysis 69
CHAPTER
FOUR: DATA ANALYSIS AND INTERPRETATION OF
RESULTS 70
4.1
Introduction 70
4.2 Descriptive
Analysis of Data 70
4.3 Testing
of Hypotheses 72
4.4 Summary
of Findings 76
CHAPTER FIVE: DISCUSSION
OF FINDINGS, SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 77
5.0
Introduction 77
5.1 Discussion
of Findings 77
5.2 Summary
of the Study 81
5.3 Conclusions
82
5.4 Recommendations
83
5.5 Suggestions
for Further Studies 84
References 65
Appendix
CHAPTER
ONE
1.1 Background
to the Study
The
knowledge of mathematics is an essential tool in any society (Baroody, 1987).
It is a tool that is necessary in daily life to overcome the human challenges
(Bishop, 1996). Due to this, mathematics has been considered as one of the most
important core subjects in the school curriculum. More mathematics lessons are
likely to be taught in schools and colleges throughout the world than any other
subject (Orton, Orton, & Frobisher, 2004). However, the standard tests and
evaluations reveal that students do not perform to the expected level. The
student under- achievement in mathematics is not just a concern for particular
countries, but has become a global concern over the years (Pisa, 2003).
Over
the years, students’ attitude towards mathematics as well as other quantitative
subjects such as economics and sciences has created great concern among
educators and teachers of mathematics. This is because knowledge of mathematics
affects major aspect of human life as well as performance of students in other
quantitative subjects in secondary schools.
Several
studies and researches have been done in many countries to find out factors
that influence students’ performance in mathematics such as Nigerian
association of Mathematics research. Similarly, according to the research study
carried out by Burstein (1992) in a comparative study of factors influencing
mathematics achievement found out that there is a direct link between students’
attitudes towards mathematics and student outcomes. Similarly, the work of
Bolaji (2005), which studies factors influencing students’ attitude towards
mathematics in the Junior Secondary Schools. Both studies are in agreement that
students' attitude towards mathematics is one important factor affecting their
performance in mathematics.
Often,
the studies on relationship between students’ attitude and the students’
academic performance show a positive relationship (Mohd, Mahmood, & Ismail,
2011; Bramlett& Herron, 2009; Nicolaidou&Philippou, 2003;
Papanastasiou, 2000; Ma &Kishor, 1997). Hence students‟ attitude towards mathematics
is a major factor that might influence the performance of the students.
There
is widespread interest in improving the level of mathematics performance in
schools. Apart from the economic benefits of better preparing young people for
the numeracy demands of modern work place and raising the overall skill levels
of the work force, there are also social benefits tied to the knowledge of
mathematics.
The
interest in raising levels of performance has led to a focus on identifying the
range of factors that shape performance as well as understanding how these
factors operate to limit or enhance the performance of students. However, poor
performance in mathematics has been observed at various educational levels, and
has raised serious concern from different researchers and educators from across
border and within the border, which has led to the emergence of several
workshops, seminars, and debate on the subject matter. The outcome of these
workshops and debates has helped to identify and examine several factors
responsible for students’ performance in mathematics such as gender, socio-economic
status, and availability of instructional materials among others.
Although,
Attitude of students is the primary concern of this research, other factors
such as gender and the socio-economic situation are highlighted. Attitudes are
only seen as more effective and less cognitive than beliefs or values (McLeod,
1992) and often they are defined similarly, and used interchangeably
(Brahier&Speer, 1995). In general, attitudes are directed towards something
and are seen as either positive or negative, and are grounded in experience
(McLeod, 1992).
Attitudes
are acquired through learning and can be changed through persuasion using
variety of techniques. Attitudes, once established, help to shape the
experiences the individual has with an object, subject or person. Although
attitude changes gradually, people constantly form new attitudes and modify old
ones when they are exposed to new information and new experiences
(Adesina&Akinbobola, 2005).
Gagne
(1979) defines attitudes as an internal state that influences the personal
actions of an individual, he recognized attitude as a major factor in subject
choice. He considers attitudes as a mental and neutral state of readiness,
organized through experience, exerting a directive or dynamic influence upon
the individual’s responses to all objects and situations with which it is
related.
Carson
(1990) in his own opinion stated that in teaching-learning processes, an
opportunity is created whereby the teacher can talk to the students directly or
in small groups. Teachers may raise questions to help direct students or
explain concepts. In addition, a natural tendency to socialize with the
students on a professional level is created by approaches to problem solving
and about activities and attitudes, which influence performance in class. When
students are successful they view the subject matter with a very positive
attitude because their self-esteem is enhanced. This creates a positive cycle
of good performance, building higher self-esteem which in turn leads to more
interest in the subject and higher performance.
In
Nigeria, students poor performance in mathematics have been attributed to poor
teaching methods, habit of teachers,
student attitude toward mathematic, and gender effect (Ivowi, 1997).
Also,
issues of gender have been a rich area, and probably initiated interest in
research about affective factors and mathematics learning. Historically, the
achievement of girls in mathematics, across a range of different contexts, was
lower than that of the boys, and this was attributed to a variety of reasons
including affective factors such as belief, emotion and peer influence (Leder,
1992). In a meta-analysis of studies on “gender comparisons of mathematics
attitudes and affect”, Hyde, Fennema, Ryan, Frost, and Hopp (1990) found that,
in general, female students held more negative attitudes to mathematics than
male students, and these differences increased with age.
Another
factor that needs to be considered is the socio-economic situation of students
(SES).There has been a long-standing understanding that SES has a significant
effect on achievement in mathematics (Atweh, Meaney, McMurchy-Pilkington,
Neyland, &Trinick , 2004). The Rothman and McMillan (2003) report noted
that the effects of socioeconomic
status on student
achievement [in numeracy] were significant at two
levels. There were small but significant effects of SES within schools,
and there were larger significant effects of SES between schools.
Similarly,
Peard (2002) quantitatively showed that SES has a prevailing influence on the
mathematical achievement of students. In
short, the literature seems to be consistent in confirming that students who
attend low SES schools achieve significantly lower than students who attend
high SES schools. Furthermore, often SES is closely related to ethnic
background (Atweh et al., 2004)
1.2 Statement
of the Problem
In
consonance with some conventional research, student’s attitudes toward
mathematics have performance problems simply because of the way students responds
or view it. The attitude of an individual often affects his or her
decision choices or the level of commitment to an action or an idea. Most
students have phobia for quantitative courses because of the attitude they have
developed towards it over time. Unfortunately, it is less likely for any
student to pass through the educational cadres without having to undergo
mathematics. This is because mathematics is very important in our daily life
and important in preparing young people for the numeracy demands of modern work
place and raising the overall skill levels of the work force.
Most
of the records of poor performance in mathematics can be attributed mostly to
attitude of students, gender issues in mathematics education as well as
socio-economic status of students. Though the main focus of this study is
primarily to investigate the relationship between student’s attitude and the
consequential performance in mathematics, this study will also make attempt to
examine how socio-economic status of students, gender differences, as well as
roles of teachers affect students’ performance. It is the belief of the
researcher to exhaustively deal with these identified problems associated with
student’s poor performance in mathematics in order to proffers corrective measures
to students’ poor performance in mathematics.
1.3 Purpose of the Study
The
purpose of this study is to investigate the attitudes of students in Agege
Local Government of Lagos State toward studying of mathematics as a subject.
This study also extend beyond attitude, but also reflect on relationship
between gender and attitudes of students, the effect of gender differences on
mathematics performance, as well as the link between socio-economic status of
students and attitudes of students towards mathematics and how they all
translate to the performance of students in mathematics.
1.4 Scope of the Study
The
study shall focus on secondary schools in Agege Local Government of Lagos State
only. Based on the time frame and financial constraints in covering all the
secondary schools in the Local Government, the study aims to examine students
in Senior Secondary Schools (SS Class) from 5 secondary schools which include;
(i) St. joseph Secondary School, Idimangoro, Agege.(ii) Bengee Foundation
Secondary School, Pen Cinema, Agege(iii) Sango Secondary School, Dairy farm
complex,96 Agege motor Road, Pen cinema, Agege.(iv) Keke High School,L.S.D.P,
Low cost income, Agege.(v) Ijaye Housing Estate Senior Grammar School.
Alakashi, Agege.
1.5 Significance of the Study
The
study is aimed at looking at the students’ attitudes towards mathematics in some
selected secondary schools in Agege local Government of Lagos State. The
results of the study is hoped to assist School teachers to develop new learning
experience for the students and reorganize these learning experience in some
ways enough to arouse and improve the interest of the students. It would be of
good assistance to teachers to create a habit where they would improve on the
obsolete teaching methods, use adequate, modern and relevant instructional
materials and textbooks at their disposal to the fullest.
1.6 Research Questions
In
order to investigate the attitude of students to mathematics, the following
questions were raised:
1.
Do students’ attitudes towards mathematics
affect their performance?
2.
Does attitude of students result to high performance
in mathematics?
3. Does
attitude of students result to low performance in mathematics?
4. Does
Students economic status affect their attitude towards mathematics?
5.
Do gender differences affect the attitudes and
performance of students in mathematics?
6.
Do instructional materials affect students’
attitude and performance in mathematics?
7.
Does educational training and qualification of
teachers affect the performance of students towards mathematics?
1.7 Research
Hypotheses
1. There is no
significant relationship between students’ attitudes and performance in
mathematics.
2. There is no relationship between students’
economic status and attitudes of students towards mathematics.
3. There is no
significant relationship between training/educational qualification of teachers
and students performance in mathematics.
4. There is no
significant relationship between socio-economic status of student and their
attitude towards mathematics.
1.8 Definition
of Terms
Attitude:
The
degree of affect associated with mathematics; i.e. attitude is the emotional
disposition toward mathematics. It is defined as an internal state that
influences the personal actions of an individual with regards to mathematics. A
student can either develop favourble or unfavorable towards the learning of
mathematics.
Performance: This is defined as the level of achievement,
outcome, and the knowledgibility of a student in mathematics and/or other
quantitative subjects. A student performance can either be classified as satisfactory
or dissatisfactory in an examination or test. It can also be good or bad with
respect to a particular standard or yardstick which is mostly represented in
100%.
Socio- economic status: socio-economic
status means a person's rank in society based upon their class, position or the
association they belong to. A person socio-economic status also means how they
are perceived important and influential.
Gender Differences: This
can be defined as the range of characteristics used to
distinguish between males and females as well as the general disparity that
make them behave in different ways.
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