Abstract
This study was on Factors responsible for mathematics phobia among secondary school students in Obio Akpor Local Government area in Rivers State, Nigeria. Two objectives were raised which included: To find out whether Teachers’ perceived factor causing mathematics phobia among secondary school students and to find out whether teachers’ teaching ability could cause mathematics phobia among secondary school students. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Obio Akpor local government area of rivers state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Chapter one
Introduction
1.1Background of the study
Mathematics is a subject that determines individuals’ functionality in any given society. Mathematics can be defined as the science of numbers and space and the language of science and technology. It is an essential requirement in every field of intellectual endeavor and human development to cope with the challenges of life. It can also be seen as the queen and servant of the school subjects since it cuts across the school curriculum (Martins, 2013). Fajemidagba, Salman and Ayinla (2012) see mathematics as a core subject and tool for the development of any science-based discipline which includes; technology, astronomy, graphics, industry and analytical reasoning in daily living. According to Onwuachu and Nwakonobi (2009) in Olaniyan and Salman (2015) mathematics is the foundation on which the whole essence of living revolves and the platform for scientific and technological innovations. Mathematics is much more than a collection of definitions, theories and proofs. It is a richly woven fabric of connections that involves visualizing, imagining, manipulating, analyzing, abstracting an associating ideas (Gbolagade, Waheed & Sangoniyi: 2013)
Mathematics encourages the habit of self-reliance and assists learners to think and solve their problems themselves (Adedayo; 1997). The relevance of mathematics cuts across all works of life and cannot be overemphasized. The technological, scientific and economic breakthrough of any nation depends on their level of mathematics education. Mathematics helps a man to give exact interpretation to his ideas and conclusions. It is the numerical and calculation part of man’s life and knowledge. It plays a predominant role in our everyday life and it has become an indispensable factor for the progress of our present day world (Roochi, n.d). Makarfi (2001) noted that mathematics has played an important role in the development of society from the pre-historic era to the present and its role is more significant than ever before and still be more significant in the future
The great recognition given to mathematics as a result of its contribution to the development of the society is expected to translate to a satisfactory students’ performance in the subject but, the reverse is the case in Nigerian Society. Elekwa (2010) remarked that students exhibit non-chalant attitude towards mathematics, even when they know that they need it to forge ahead in their studies and in life. Such students who have already conditioned their minds that mathematics is a difficult subject are usually not serious in the learning of mathematics and therefore perform poorly in mathematics tests and examinations (Ihendinihu; 2013).
Tshabalala and Ncube (2013) in Sa’ad, Adamu and Sadiq (2014) pointed that shortage of well trained teachers, inadequate of teaching facilities, lack of funds to purchase necessary equipment, poor quality of textbooks, large classes, poorly motivated teachers, lack of laboratories and libraries, poorly coordinated supervisory activities, interference of the school system by the civil services, incessant transfer of teachers and principals, automatic promotion of pupils, the negative role of public examinations on the teaching-learning process and inequality in education opportunities all hamper the smooth acquisition of mathematics knowledge. Also one of the greatest causes of poor performance in mathematics among secondary schools students in mathematics is phobia
Okigbo (2010) citing Aprebo indicated that phobia is an academic sickness whose virus has not yetbeen fully diagnosed for an effective treatment in the class and the symptoms of this phobia are usually expressed on the faces of mathematics students in their classes. Sloan (2002) observed the construct as related to personality characteristics, negative attitudes towards mathematics, mathematics avoidance, poor mathematics background, poor teaching behaviour, achievement levels, lack of confidence and negative experiences in school. Olaniyan et al (2015) pointed out that mathematics phobia is regarded as mathematics weakness in students that deals with psychological dimension of learning. Tillfors (2003) defined phobia as learned emotional responses and it causes frequent severe and intense anxiety. Mathematics Phobia can be defined as a feeling of anxiety that hinders one from efficiently tackling mathematical problems. Many students have negative attitude towards mathematics which influences their approach to solving mathematics problems which may result to phobia and subsequent poor performance in the subject area. Tobias and Weissbrod (1980) indicated that mathematics phobia is the panic, helplessness, paralysis, and mental disorganization that arise among some people when they are required to solve a mathematical problem. Gier and Bisanz (1995) see the construct as feeling of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. Prolonged feeling of mathematics phobia impacts negatively on the interest of students in the subject.
Statement of the problem
Considering the relevance attached the study of mathematics with respect to its contributions in scientific, technological and economic development of a nation, poor achievement in the subject due to persistent phobia will pose danger in the developmental stride of the nation. Therefore, this study was carried out to answer the question: what are the factors responsible for mathematics phobia among secondary school students?
Objective of the study
The objectives of the study are;
- To find out whether Teachers’ perceived factor causing mathematics phobia among secondary school students
- To find out whether teachers’ teaching ability could cause mathematics phobia among secondary school students
Research hypotheses
The following research hypotheses are formulated
H1: Teachers’ perceived factor is not causing mathematics phobia among secondary school students
H2: teachers’ teaching ability is not cause mathematics phobia among secondary school students
Significance of the study
The study will be very significant to students and the mathematics teachers. The study will give a clear insight on the factors responsible for mathematics phobia among secondary school students. The study will serve as a reference to other researcher that will embark on the related topic
Scope and limitation of the study
The scope of the study covers factors responsible for mathematics phobia among secondary school students. The study will be limited to secondary schools in Obio Akpor lov=cal government area in Rivers state
Limitations/constraints are inevitable in carrying out a research work of this nature. However, in the course of this research, the following constraints were encountered thus:
- Non-availability of enough resources (finance): A work of this nature is very tasking financially, money had to be spent at various stages of the research such resources which may aid proper carrying out of the study were not adequately available.
Time factor: The time used in carrying out the research work is relatively not enough to bring the best information out of it. However, I hope that the little that is contained in this study will go a long way in solving many greater problems.
This material content is developed to serve as a GUIDE for students to conduct academic research
FACTORS RESPONSIBLE FOR MATHEMATICS PHOBIA AMONG SECONDARY SCHOOL STUDENTS
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