RELATIONSHIP BETWEEN SENIOR SECONDARY SCHOOL STUDENTS’ ATTITUDE TO MATHEMATICS AND THEIR PERFORMANCE
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RELATIONSHIP
BETWEEN SENIOR SECONDARY SCHOOL STUDENTS’ ATTITUDE TO MATHEMATICS AND THEIR
PERFORMANCE
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.
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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