Factors Influencing the Attitude of Secondary School Students Towards the Study of Mathematics
CHAPTER ONE
Purpose of Study
The purpose of the study is to investigate the attitude of secondary school students towards mathematics with a view to identifying the basic factors underlying them. attempts would also be made to find solutions to these problems.
The writer’s choice of this topic for research is based on the urgency of the need for a positive attitude towards the study of the subject. This need is based on the usefulness of this subject towards the scientific and technological development of our country.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Introduction
William James once said, “It is our attitude at the beginning of a difficult task which, more than anything else, will affect its successful outcome.” (Van Wagner, 2008). This idea crosses many different aspects of everyday life. Businesses bring in motivational speakers to help inspire their employees to help them have a more positive attitude to help productivity. Businesses also do team building exercises to help employees have a better outlook on their jobs and the people they work with. Athletic coaches spend a significant amount of practice time talking to their players about “believing” and reminding players that any team can beat any other team on any given day. If a team does not have a positive outlook on an upcoming game, their chances of winning the game are significantly lowered. Many athletic teams use the phrase “believe and you can achieve” as their motto for a successful season. This idea is well known and accepted in today’s society. This philosophy is no different in classrooms than it is anywhere else in society. McCleod (1992) said that attitude toward mathematics is related to mathematics success in the classroom.
Theoretical Frame Work
Psychologists define ‘attitude’ as any strong belief or feeling or any approval or disapproval toward people and situations. We have favorable or unfavorable attitudes towards people, politics, academic subjects, etc. We favor the things we think are good and helpful, and oppose the things we think are bad and harmful (Kagan, 1984). The students’ attitude towards an academic subject is a crucial factor in learning and achievement in that subject. Whether a student views herself or himself as a strong or weak person in a specific subject may be an important factor in her or his academic achievement. Stodalsky et al. (1991) mentioned that students develop ideas, feelings and attitudes about school subjects over time and from a variety of sources.
Conversely, student’s achievement can influence a student’s attitude as well. Thus, it is important for teachers to improve student work to make a positive change in their attitude toward mathematics (Ma & Xu, 2004). Hannula stated that attitudes can change in a short period of time, and sometimes dramatically (2002). Many students, especially those that are younger and less established students, their attitude toward a particular subject is proportional to their recent success in the class. A good day can sway the attitude to the positive side and conversely a bad day can swing the attitude toward the negative side. Although, in Hannula’s research, he found that once established, an attitude is fairly stable and only minor changes occur based on successes and failures (2002). This is where teachers can have a great impact on the shaping of this attitude: “Teachers can reinforce the idea that mathematics is an interesting subject, used in other disciplines, and is an admission ticket for colleges and careers.” (Anderson, 2007).
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.
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
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain factors influencing the attitude of secondary school students towards the study of 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 factors influencing the attitude of secondary school students towards the study of mathematics
Summary
This study was on factors influencing the attitude of secondary school students towards the study of mathematics. The study was to investigate the attitude of secondary school students towards mathematics with a view to identifying the basic factors underlying them. attempts would also be made to find solutions to these problems. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Based on the results from the data analysis, it is concluded that the factor investigated is considered a possibility. The implication is that gender and attitude difference affects students’ performance in mathematics.
In general, self-concept refers to a complex system of learned beliefs, attitudes, and opinions that each person holds (Purkey, 1988) and is perhaps the basis for all motivated behavior. Franken (1994) states there is an increasing body of research which shows that it is possible to change the self-concept. Self-change is not something that people can will but rather it depends on the process of self-reflection. Through self-reflection, people often come to view themselves in a new, more powerful way, and it is through this new, more powerful way of viewing the self that people are able to develop possible selves.
Recommendation
In general, the implication of these findings could serve as a guideline for teachers, educational practitioners and curriculum developers so that they can ensure that the utilized educational policies, methodologies and activities would help students improve their academic self-concept as well as positive attitudes toward school subjects including mathematics. The findings of the present study are important for Nigerian education system due to the fact that changing academic self-concept and attitude of students towards mathematics and improving the teaching procedures in the classroom are much easier to achieve than changing background factors affecting students’ performance. The obtained results could serve as a basis for developing a hypothetical model for studying the direct and indirect effects of the afore-mentioned factors on mathematics achievement using Path Analysis or Structural Equation Modeling
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