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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?

 

  1. Does attitude of students result to high performance in mathematics?

 

  1. Does attitude of students result to low performance in mathematics?

 

  1. Does Students economic status affect their attitude towards mathematics?

 

  1. Do gender differences affect the attitudes and performance of students in mathematics?

 

  1. Do instructional materials affect students’ attitude and performance in mathematics?

 

  1. 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.

 

  1. There is no relationship between students’ economic status and attitudes of students towards mathematics.

 

  1. There is no significant relationship between training/educational qualification of teachers and students performance in mathematics.

 

  1. 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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