PERCEPTION OF STUDENTS ON THE CAUSES AND EFFECTS OF MATHEMATICS ANXIETY AMONG STUDENTS OF TERTIARY INSTITUTIONS IN NIGERIA
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PERCEPTION
OF STUDENTS ON THE CAUSES AND EFFECTS OF MATHEMATICS ANXIETY AMONG STUDENTS OF
TERTIARY INSTITUTIONS IN NIGERIA
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Mathematics
is one of the most important subjects in University admission criteria. Thus it
is made compulsory for all students to offer at the JAMB examinations before
they can be admitted into any higher institution of learning in Nigeria. This
is because Nigeria as a nation solely depends upon mathematics as one of the
most important subjects that could help the nation meet her objective for science
and technological advancement (Jegede, 2002). It is a fact that students have a
very low interest in mathematics. Students hate or dislike mathematics. Even at
secondary schools level in Nigeria students do not attend mathematics lessons
(Fatola, 2005). Those who attend the mathematics lessons do not pay attention
to the teacher. Most of the students do not practice mathematics on their own
neither do they solve mathematics problems on their own. According to Amazigo
(2000), when the option is available, many students would prefer not to have
anything to do with learning mathematics. This attitude has led them, among
other things, to achieve poorly in mathematics examinations both internal and
external. On the other hand, the recent paucity and anxiety of undergraduates
in mathematics and mathematics education in Universities, Colleges of Education
and Polytechnics suggests that mathematics is no longer popular among students
particularly at the higher institution level. There is no doubt that the poor
achievement in the subject enhances students’ hatred for the subject. This
hatred is rooted in the fact that there is a general tendency for students to
fear mathematics whenever it is mentioned (Amazigo, 2000). Anxiety refers to a
feeling of distress or alarm caused by danger or pain that is about to happen
(Tobias, 1993). In intensity it varies from a mild sense of apprehension to
paralyzing terror. In anxiety there is always the desire to shrink, to get away
or retreat from the exciting cause.
The stimuli
for anxiety are many and varied. In early infancy any sudden or intense stimuli
like loud and sudden noise, unexpected jerk, and flash of bright light or loss
of support may cause anxiety though there are large individual differences. Any
sudden change in the environment, which the individual regards as threatening
and for which he is unprepared, produces anxiety. When the threatening
situation is removed or controlled, and the danger real or imaginary has
passed, anxiety disappears. Also, as activities or experiences expand or
interests and abilities grow, the number and kinds of anxiety increase. But as
the power of adjustment through experience increases many of childish anxiety
disappear. Some anxieties are as a result of conditioning effect. They will have
to be reconditioned by attaching pleasant circumstances and experiences with
situations and objects, which causes the anxiety. Praise or rewards attached to
or associated with fearful tasks or situations will help to reduce anxiety.
There are some anxiety where the best thing to do is to act as the anxiety
suggests, that is, get away. This would be true in the case of a poisonous
snake, and mad dog. However, with other anxieties we need to face it, we must
have courage. Example of such is mathematics anxiety. The phenomenon of
mathematics anxiety is variously referred to as Mathemaphobia or Mathematics
pathological fear in mathematics (Stephen, 2007). Pathological mathematics
anxiety therefore means a behaviour disorder in which an individual becomes progressively
unable to resist the impulse to fear mathematics. It is an abnormal and
persistent dread of mathematics; sufferers usually experience undue anxiety
even though they may rationally realize that mathematics does not pose a threat
commensurate with their anxiety (Amazigo, 2000). Stephen (2007), describes
mathematics anxiety as an academic disease whose virus has not yet been
diagnosed for an effective treatment in the class, though the symptoms of this
anxiety are always expressed on the faces of the learners in mathematics
classes. This disease (otherwise known as pathological fear), is communicable
as it is usually distributed to sciences that are mathematics related.
1.2 STATEMENT OF THE PROBLEM
It is widely
known in Nigeria that larger number of students tends to choose non mathematics
related courses while seeking admission to higher institutions. The number of
students offering non mathematics related courses in higher institution is more
than ten times the number offering mathematics related courses. This can be
related to mathematics anxiety. Students perceives mathematics as a very
difficult subject which is difficult to understand, hence they spent little
time, interest and concentration on it. However, the researcher is examining
the perception of students on the causes and effects of mathematics anxiety
among students of tertiary institutions.
1.3 OBJECTIVES OF THE STUDY
The
following are the objectives of this study:
1. To examine the perception of students on the
causes of mathematics anxiety among students of tertiary institutions.
2. To examine the perception of students on the
effects of mathematics anxiety among students of tertiary institutions.
3. To identify the solution to the problem of
mathematics anxiety among students of tertiary institutions.
1.4 RESEARCH QUESTIONS
1. What is the perception of students on the
causes of mathematics anxiety among students of tertiary institutions?
2. What is the perception of students on the
effects of mathematics anxiety among students of tertiary institutions?
3. What is the solution to the problem of
mathematics anxiety among students of tertiary institutions?
1.6 SIGNIFICANCE OF THE STUDY
The
following are the significance of this study:
1. The outcome of this study will educate the
students of higher institutions and the general public on the perception of
students on the causes and effects of mathematics anxiety among students of
tertiary institutions.
2. This research will be a contribution to the
body of literature in the area of the effect of personality trait on student’s
academic performance, thereby constituting the empirical literature for future
research in the subject area.
1.7 SCOPE/LIMITATIONS OF THE STUDY
This study
will cover the perception of students on the causes and effects of mathematics
anxiety among students of tertiary institutions.
LIMITATION
OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
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