The Effects of Student Perception on Teaching and Learning Mathematics
CHAPTER ONE
OBJECTIVE OF THE STUDY
The purposes of the study are;
- To ascertain teacher’s perception on different teaching methods aids in the teaching of mathematics.
- To find out the effective use of textbooks and instructional aids influence students’ attitude towards learning mathematics.
- To ascertain if learning environment have effect on the students’ attitude towards mathematics
- To find out if students’ belief has as influence on their attitude towards mathematics.
CHAPTER TWO
Related literature review
Introduction
The way students perceive a teacher or a subject determines their success or failure in that subject. Some students today perceived mathematics as no go area because of the negative impressions passed down to them by the past generation who had bad experience with unqualified mathematics teachers which is still in circulation: that mathematics is the most difficult subjects in the school, it is not meant for everybody, not everybody passes it, it is meant for those with special talent (Audu, 1995). On hearing all these negative expression since before school age or getting admission into school, the child psychologically develops fear for the subject and come to the lesson with these notion and if confronted with any mathematical problem solving will quickly conceptualized him/her self: I cannot do any difficult task, it is not meant for people like me, accepting defeat since before trying which disassociate learning pattern which are impossible to build upon. Therefore, the hierarchy needs of both teachers and students should be met to motivate both for better performance. According to Maslow, teachers should do everything possible to help students satisfy their deficiency because an inner motivation for knowledge will not develop until these basic needs are met. He observed that teachers are not always able to intervene in student’s life to the extent necessary to fulfill deficiency needs, but suggested that, teachers instead are in a position to provide a classroom conducive for learning, that could fulfill deficiency needs, especially in mathematics, a subject which if not passed with credit, no student could be given admission into any tertiary institution. He concluded that, teachers and primarily parents, as much as possible should help and encourage their children in meeting deficiency needs, which consequently could enhance effective teaching and learning of all subjects.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine the effects of student perception on teaching and learning mathematics. Selected secondary schools in Ojo local government area forms the population of the study.
SAMPLE SIZE DETERMINATION
A study sample is simply a systematic selected part of a population that infers its result on the population. In essence, it is that part of a whole that represents the whole and its members share characteristics in like similitude (Udoyen, 2019). In this study, the researcher adopted the convenient sampling method to determine the sample size.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the effects of student perception on teaching and learning mathematics. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of student perception on teaching and learning mathematics
Summary
This study was on the effects of student perception on teaching and learning mathematics. Four objectives were raised which included; To ascertain teacher’s perception on different teaching methods aids in the teaching of mathematics, to find out the effective use of textbooks and instructional aids influence students’ attitude towards learning mathematics, to ascertain if learning environment have effect on the students’ attitude towards mathematics and to find out if students’ belief has as influence on their attitude towards mathematics. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from secondary schools in Ojo local government. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
However, the fact that students have indicated a positive perception towards Mathematics is an indication that if more concern is channeled towards students learning by classroom teachers, students will feel motivated to put in enough efforts in their learning. This suggests that a teacher with a sound knowledge in the Mathematics syllabus and good pedagogical knowledge will help to develop good perceptions towards Mathematics. It is expected that teachers should adopt varying methodologies in the teaching of Mathematics if students’ perception towards Mathematics is to be improved and to pursue mathematics as they move along in the academic ladder. Therefore, it important to remind students that Mathematics is for all and students must be motivated to understand that and put in much effort in the learning of Mathematics at any level
Recommendation
It is recommended that students’ positive perception towards Mathematics must be sustained and improved by teachers and headmasters. The interest of students should be heightened to ensure that they desire the study of Mathematics to improve their academic performance. Cooperative learning should be encouraged among students of Mathematics so as to enforce understanding of the concepts and topics in the Mathematics syllabus and also to develop the interest of learning Mathematics and erode negative perception
References
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