ABSTRACT
This
study examined the role of gender on students in mathematics in Mainland Local
Government Area of Lagos State. Also, some relevant and related literatures
were reviewed in this study under sub-headings, in order to address the
important issues under investigation.
The
research survey design was employed in this study for the assessment of
respondents’ opinions with the use of the questionnaire and the sampling
technique.
A
total of 160 (one hundred and sixty) respondents were selected and used in this
study to represent the bulk of the population. The sample comprised (80 males
and 80 females).
Also,
two null hypotheses were formulated and tested using the independent t-test
statistical tool at 0.05 level of significance. At the end of the analysis, the
following results emerged:
1. There is no significant difference in the
pattern of students’ preference for topics in the senior secondary school mathematics.
2. Finally, it was found at the end of
testing hypothesis two that there is a significant difference on the impact of
gender and students’ preference for mathematics topics in school.
TABLE OF CONTENTS
Title
page i
Certification
ii
Dedication
iii
Acknowledgement
iv
Abstract
v
Table
of contents vi
CHAPTER ONE: INTRODUCTION 1
1.1
Background to the Study 1
1.2
Statement of the Problem 4
1.3
Purpose of Study 5
1.4
Research Questions 5
1.5
Research Hypothesis 5
1.6
Significance of the Study 6
CHAPTER TWO: LITERATURE REVIEW 7
2.1
The Concept and Nature of Mathematics
in Schools 8
2.2
Factors Affecting Women’s Participation in the Study of
Mathematics 12
2.3
Gender and Learning Mathematics in
School 16
2.4
Gender and Students’ Preferences for
Science Subjects 23
2.5
Rationale for Choice of Science among
Boys and Girls 27
2.6
Gender Difference in Students’
Preference for Mathematics 28
2.7
Gender Differences in Children’s
Achievement-Related Beliefs
and
Emotional Responses to Success and Failure in Mathematics 31
2.8
Conceptions and Teaching Problems of
Mathematics 38
2.9
Gender Inequality in Choice of Science
Subjects 41
2.10
Factors Affecting Choice of Subject and
Problem-Solving Among
Boys
and Girls in Mathematics 45
2.11 Summary of Review 50
CHAPTER THREE: RESEARCH
DESIGN AND METHODOLOGY 52
3.0 Introduction 52
3.1 Design of the Study 52
3.2 Population of the Study 52
3.3 Sampling Technique 53
3.4 Sample Size 53
3.5 Research Instrument 53
3.6 Validity and Reliability of Instrument 54
3.7 Administration of the Instrument 54
3.8 Technique for Data Analysis 56
CHAPTER FOUR: Data
Analyses and Interpretation of Results 57
4.1 Introduction 57
4.2 Descriptive
Analyses of Respondents’ Bio-data according to
Sex,
Age, Class and Religious Background 57
4.3 Descriptive
Analyses of Data Collected from Respondents with
Research
Questions 59
4.4 Testing of Hypotheses 63
4.5 Summary of Findings 65
CHAPTER
FIVE: Discussion, Summary, Conclusion
and Recommendations 66
5.1
Introduction 66
5.2
Discussion of Findings 66
5.3
Summary of the Study 69
5.4
Conclusions 70
5.5
Recommendations 71
References 74
Appendix 81
CHAPTER ONE
INTRODUCTION
1.1
Background to the
Study
The importance of mathematics to
everyday life justifies the inclusion in the curricula at all the levels of
education. There is hardly any human being whether literate or non-literate who
does not apply mathematical concepts in everyday life, even though he may not
be aware of it.
Mathematics can simply be defined as
those aspects of human experience and knowledge that involve the concept of
number, quantity and space. Over the years mathematicians in formal educational
setting have been able to construct abstract concepts into logical, systematic
and symbolic terms that involve pattern and precision. Physical observations
are often better expressed in mathematical expressions thereby enhancing
understanding. There is no doubt that mathematics has come to stay in the
educational plan of nations in the world.
Nigeria aspires to be a
modern industrial society and a developing society desiring this attribute
should according to Animalu (2000), possess the ability to acquire knowledge,
in service-oriented and innovative. It is obvious that this can only be
achieved with a proper and solid foundation in mathematical knowledge. Many of
the scientist like Archimedes and Galileo who came up with striking innovations
in science were exposed to the best mathematics education in their days.
Investment in the training of scientific and technological manpower will
enhance the economic and political development of the nation and proper
mathematical education at all levels will go a long way in realizing the
objective of promotion of science and technology.
It is greatly disturbing, especially to
the implementers of mathematics education that despite the prominence and
importance of mathematics in all areas of human endeavours, students’
cognitive, affective and psychomotor outcomes in mathematics at all levels of the
educational system fall below expectation. The poor performances of students in
mathematics at external examinations like Cambridge,
senior school certificate (organized by WAEC and NECO), Universities
Matriculation Examination (UME), and Polytechnic and Colleges of Education
Examination has been on the increase. Many factors have been identified by
mathematics educators for the poor students’ achievement in mathematics.
Research on students’ learning has
revealed that orientations to learning affect learning outcomes (Vermunt,
1992). The perceptions of the learning environments especially that of
assessment has also been shown to have a strong influence on the orientations
to learning (Entwistle and Entwistle 1991, 1992, 1993, 1995). Examinations and
tests sometimes hamper students’ attempt to achieve personal understanding
because they only show the final outcome but fail to reveal the individual
change that has taken place (Tynjaka, 1997).
All over the world, science has been
accepted as a vehicle of technology, social and economic development
(Ogunbanjo, 1988). Mathematics is not any basic to these but is the language of
science. Mathematics is a subject that students in secondary schools have to be
taught at least four times a week. This is to ensure that students have
adequate mastery of the subject. Despite the importance attached to
mathematics, students tend to perform poorly. Therefore, there is need to find
out which topics in mathematics that student like and those they dislike.
The West African Examination Council
Chief Examiners’ Reports (1997, 1999 and 2000) revealed candidates’ areas of
weaknesses and strengths in mathematics. According to these reports, candidates
showed likeness for numerical statistics, algebra and algebraic processes, the
four arithmetic rules, logarithms and its applications candidates’ likeness for
these topics could be attributed to their understanding of the topics among
other factors. Hence, candidates performed better in these topics than
Geometry, Trigonometry and Probability. Areas of candidates’ weaknesses and
strengths are not unconnected with the preference students have for some topics
in mathematics at the expense of other ones. If truly, students prefer some
topics in mathematics to other ones, are these preferences gender biased?
1.2
Statement of the
Problem
Over the past decades, the topics of
gender equity and gender differences have been raising issues in education
(Sprinthall and Oja 1994). Boys and girls are known to learn differently though
they sit in the same classroom, read the same textbooks and listen to the same
teacher (Sadker and Sadker, 1994). This indicates that gender affects the
educational experiences of many students in today’s educational world. Honey,
Moeller, Brunner, Bennelt, Clements and Hawkins (1991) found that females and
males perceive mathematics related topics in distinct manners. They concluded
that girls view mathematics oriented field as embedded in human interaction
whereas boys view them as an extension of their power.
These views seem to be related to the
preference students have for some topics in mathematics while in the secondary
school. Therefore, based on this the study sought to posses the role of gender
on students’ preference for senior mathematics topics.
1.3
Purpose of Study
The purpose of this study is to:
(i)
Investigate the like or dislike topics in mathematics among
senior secondary school students.
(ii)
Find out empirically how significant the impact of gender is
on students preference for mathematics topics.
1.4
Research Questions
This study shall attempt to answer the
following questions:
(i)
What is the pattern of students’ preferences for topics in
the senior secondary school mathematics?
(ii)
Does gender have significant impact on student’s preference
for mathematics topics?
1.5
Research Hypothesis
(i)
There will be no significant difference in the pattern of
students’ preferences for topics in the senior secondary school mathematics.
(ii)
There will be no significant difference on the impact of
gender on students’ preference for mathematics topics.
1.6
Significance of the
Study
This study will be of benefit students,
teachers, parents and the society at large.
1)
It will assist school counsellors in exposing their students
to the relevance of these so called “difficult subjects” to their future
careers and the need to master them by organizing career talks for them.
2)
It will also be found useful to authors of mathematics in
using pictures that are ‘gender friendly’ and using objects found in the home
and school everyday.
3)
It will also bring to the notice of the government in
assisting or supporting mathematics experts by providing necessary
instructional materials for teaching those identified “difficult topics”.
4)
It will also bring to the awareness of parents or enlighten
parents and the community not to look down their female children but she them
as able as their male children.
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