ANALYSIS OF STUDENTS POOR PERFORMANCE IN MATHEMATICS
This study examine the factors responsible for the students poor performance in mathematics in selected public secondary school in Ikere –Ekiti local government area of Ekiti State. The result shows that there is no significant difference in teachers’ age, gender, qualification and terms of serving teachers on the causes and effect of poor performance of students in this regard. Hence it was recommended that interest should be the determining factor for admission into the study of the subject. It is those who are interested in its study that could endure its rigour.
Mathematics can be defined as the science of numbers and space. It is an essential requirement by every field of intellectual endeavour and human development to cope with the challenges of life.
Mathematics is recognized as the gateway to future professions in variety of fields. Every area of mathematics has its own specific applications to different career options. Mathematics still remains one of the core and compulsory subjects for the Nigeria students at both primary and post primary schools. Recently, mathematics has become a determining factor to gaining admission into most Nigeria tertiary institutions as it must be passed up to credit level before one gain admission into higher institution of learning.
Experience has shown that students who gain admission into tertiary institution with poor grade in mathematics have difficulty in progressing in their various discipline. In spite of its importance to the students advancement in academic, many students dread mathematics. Given the right to choose, many secondary school students would out rightly avoid mathematics, this is because many of them have developed some element of fears about the subject due to negative information the get every year about the poor performance in certificate examination. Some people even believe that mathematics has no practical application outside the classroom setting so they abhor, hate and dislike the subject. The subject is a prime instrument for understanding and exposing scientific economic and social world, it also serve as a platform for creating new knowledge in all field predicating outcome. However, many students have lost hope psychological defeated due to fear. This affect their level of interest and passion in the subject.
Despite all the efforts put in developing an acceptable general mathematics curriculum students’ performance in the subject appears to be declining over the years, this observation is corroborated by Abakporo (2000) who summarized this by saying that the state of students achievement in mathematic had left much to be desired. This view supported by the national examination council (NECO 2010) chief examiners; report of senior secondary certificate examination result, which reported very low percentage passes in mathematics at credit level in those years.
Attitude in a fundamental to the dynamic of behavior and determines how far students learn. If students have positive attitude towards mathematics, he or she will not only enjoy studying it but also he will derive satisfaction from the knowledge. Obodo (2002) posited that if a student have positive attitude to mathematics he will be definitely be interested in its teaching and learning process. According to Gates (2001) many see mathematics as cold, hard, and inhuman” and as a male domain. Such a view would prevent teachers adopting a humanistic approach that relates mathematics to the real world. On gender issues the low number of women in scientific profession has become a national concern, it has been proposed that the attitude of girls towards mathematics is one factor that influence their lack of participation in science – related careers. This concern has resulted in a variety of studies designed to identify gender difference that could affect the number of girls in the scientific pipeline (Oaks, 2000)
Statement of the Problem
The increasing nature of poor academic performance of public secondary school students environment especially in external examination like WEAC, NECO and JAMB and so on, tend to shift the blame on the teaching methodology adopted by the teachers’ lack of fund from the Government to provide quality text book. However, it is yet to gather adequate research evidence to prove that it is a key factor on why students fail
The high level of students academic performance may not be guaranteed where instructional space such as classroom, libraries, technical workshops and laboratories are structurally defective. It was proved that inadequate provision of equipment in public secondary schools is a major problem. It is based on these stated problems that the study of the causes and effects of poor performance in public secondary schools became necessary for investigation.
Scope of the Study
This research work focuses on the factors that are responsible for students’ poor performance in mathematics and its effect on the students in public secondary schools in Ekiti state. This paper covers all public senior secondary school students in Ikere Local Government area, Ekiti State.
- There is no significant difference between the perception of male and female teachers on the causes and effects of poor performance of students on mathematics.
- There is no significant difference between the perception of short term, middle term and long term service teachers on the causes and effects of poor performance of students in mathematics.
- These is the significant difference between the perception of teachers in different age group on the causes and effects of poor performance of students in mathematics
- There is no significant difference between qualifications of teacher on the causes and effects of poor performance of students in mathematics.
Limitation Of Study
This paper is limited to the terminal class of senior secondary school students because they are expected to have covered their syllabus at that level.
Significance of the study
The study will be useful to students, researchers, scholars, educationists, administrators who will use it for further studies. It is hoped that the study will provide information for parents, educators and school administrators to reflect upon various factors that help the students in achieving their academic goals. In so doing, they can investigate the possibility of introducing these factors to their school, which consequently may lead to enhancing student’s educational outcomes in school.
The researcher used survey design of the descriptive type of research for this study. The researcher considered that this type of design was suitable for the study because it allows a wide coverage within a limited time. In a survey study, the researcher selected the sample from the segment of population, for an exploratory study to enable him to have a representative opinion of the characteristics of the subjects. It is the most widely used type of descriptive research. Survey design is very useful because it has a wide range of scope and coverage; hence generalization is possible. The population for this study comprised Mathematics teachers in all the public secondary schools in Ekiti State.
The sample in the study is purposively taken from all the public secondary schools in Ikere-Ekiti. The public secondary schools in Ikere-Ekiti were used, where fifty respondents were chosen.
The instrument used in this research was questionnaire from which comprises items designed by the researcher. This research was used to elicit response from teachers questionnaire on causes and effects of students poor performance in mathematics. The data was collected and analyzed using t-test statistics.
Results and Discussion
The results are presented by employing descriptive analysis and hypotheses testing such as frequency count, percentages and t-test statistic, t-test statistic were used to test the three hypotheses formulated at the 0.05 level of significance.
This Project is is available for the below list of Nigerian State capitals.
Abia Umuahia, Adamawa Yola, Akwa Ibom Uyo, Anambra Awka, Bauchi Bauchi, Bayelsa Yenagoa, Benue Makurdi, Borno Maiduguri, Cross River Calabar, Delta Asaba, Ebonyi Abakaliki, Edo Benin. Ekiti Ado Ekiti, Enugu Enugu, Gombe Gombe, Imo Owerri, Jigawa Dutse, Kaduna Kaduna, Kano Kano, Katsina Katsina, Kebbi Birnin Kebbi, Kogi Lokoja, Kwara Ilorin, Lagos Ikeja, Nasarawa Lafia, Niger Minna, Ogun Abeokuta, Ondo Akure, Osun Oshogbo, Oyo Ibadan, Plateau Jos, Rivers Port Harcourt, Sokoto Sokoto, Taraba Jalingo, Yobe Damaturu, Zamfara Gusau, FCT Abuja.
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