t.n - chapter 1,2,3,4,5
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CHAPTER ONE
INTRODUCTION
1.1Background of the study
Mathematics has been defined in various ways by different people.
Nwokedi (1990) sees mathematics as a structural way of thinking by which
scientists look at things. On his part, Umezurike (1990), defines mathematics as
all human endeavours which use the basic elements of logic, intuition and
construction in ordering and quantifying objects, space and also in establishing
patterns of relationship.
Mathematics, the science of numbers, quantity and space occupies a key
position in the Nigerian educational system. It is in realization of this that
Nigeria and many other countries now resort to making special comprehensive
and well programmed effort toward the effective teaching and learning of
mathematics at all levels of the educational system through the development
and implementation of innovative programmes and projects, (Azuka, 2001).
Mathematics is a subject, which needs thorough calculations, seriousness
and carefulness. It is a subject that has enemies and friends. Its friends are those
that give out their time for it. One cannot become a mathematician without
having interest in mathematics. People who know and pass mathematics are
often thought of being spiritually gifted, which is not always true. As we know,
good performance in mathematics is as a result of hard work and dedication.
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The enemies of mathematics are those who hate it because of their laziness and
lack of interest in it.
It is worthy of note that, everything on the planet earth revolves around
mathematics since it is a function of space and time. Despite this central
position and urgent need of mathematics in the modern trend of education,
students interest (participation) and performance in it is not encouraging.
Improvement on this trend can be achieved through many ways.
One of the ways is through the development of youths interest in
mathematics as well as positive attitude towards mathematics.
According to Jande and Wenke-Hamel (1992), an attitude is the
combination of cognitive, affective and behavioural, dispositions directed
towards a person, idea, or object. According to Triandis in Ogili (2004), people
have attitudes towards social objects because the attitudes help them to
organize, simplify and understand the world around them. An attitude can
therefore be perceived as an enduring system of positive and negative
evaluation of emotional feelings. Attitude determines what each individual will
see, hear, think and do.
Attitude means the individuals tendency to respond favourably or unfavourably
to an object. Attitude can be positive (value) or negative (prejudice). If the
attitude of a mathematics teacher helps students learn and enjoy mathematics,
then the probable outcome would be good. The attitude that conveys to students
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that mathematics is only for elites, that they are unable to be successful since
they are making mistakes, the attitude that half of the students should dropout
since they cannot meet up with the teacher is probably not going to attract
students to mathematics. It is this attitude that engenders comments from the
students that mathematics is hard and not for them; it is only for geniuses.
The first day of the class can be crucial if the teacher goes to the class just
to intimidate, and instill fears into students by giving them the analysis of how
difficult is the subject and so they cannot make it, then the outcome is obvious.
But suppose from the first class the teacher tells them that he/she is there to help
them, to create an interest inside them, and that to learn mathematics, they need
to be patient and persistent and have proper scheduling and practicing. Such a
teacher will notice that fear and anxiety would be replaced with a desire for
learning. The teacher can affect students by his/her interest in mathematics.
Interest can be seen as an energizing factor in any human endeavour. Interest
helps to sustain one in any activity no matter how arduous or hard the task may
be.
Interest is the very essence of human behaviour and without it real
progress at work is not achieved. Interest and attitude are rooted in the
instructive drive of man that gives such vitality to his activities. The role of
interest and attitude in any educational pursuits cannot be overemphasized.
Interest and attitude are the forces that drive the students through drudgery in
order that he may achieve the set goals. A task can be carried out without
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interest but boredom will tend to be the ultimate end of the task. Students must
have the interest before they can participate actively in mathematics. One of the
most important requirements for success in any occupation is that the person
wants to do the work of he will not study to improve on it. Many youths are
continuously put off in mathematics due to lack of interest.
Youths preparedness to accept an occupation is based on the degree of
development of their interest and attitude towards the occupation and the
perceived value of the occupation to him as an individual and its role in the
society.
Another way of improving students interest in mathematics is the role of
youths in mathematical development. A section of Nigerian population which
can help to improve the level of interest in modern education is the youth.
Nigerian youth constitute a significant segment of the entire population.
The future of any society depends on how well it prepares its youths to make
decision and carry on the responsibility of mature citizenship. To this effect, it
has become possible that emphasis should be placed on the youth so that they
receive combination of education and active training towards developing
mathematics.
The government and parents can play a formidable role in motivating
youths interest in mathematics. This is because the government and the parents
play major roles in the education process. The development of interest and
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appreciation of mathematics would come about only where there is real effort
by the government to supply most of the materials and equipment to improve
mathematics learning in secondary schools.
Lack of qualified teachers posted by government to schools and colleges
is also a hindrance in motivating youths interest in mathematics. There are not
enough competent teachers of mathematics in our secondary schools. Graduates
of mathematics offered teaching in secondary schools accept the offer as a
stepping stone to better offers in the industries leaving behind few unqualified
ones who are without adequate professional training. There is acute shortage of
professional and competent teachers in secondary schools and training colleges.
Parents have strong influence on the educational plans of their children.
Influence of the parents is unquestionably one of the strongest and most
persistent factors to determine what childs interest in school would be. The
socio-economic status of parents can influence students in their choice of a
cause of study to a great extent. Not only do parents have influence on their
children on a particular subject, but also on their attitude and their career.
Although parents and government can play a little role in motivating the youth
without the influence of mathematics teachers, nothing much can be achieved.
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1.2Statement Of The Problem
Common experience has shown that in all schools in Nigeria where
mathematics is considered compulsory for students, only a few number of
students are attracted to it. This may be attributed to the lack of interest in the
subject. Students offer mathematics in an attempt to fulfil all righteousness of
making up the required minimum number of eight (8) subjects stipulated by
WAEC in addition to its compulsory nature.
There is this thinking among many people that the teacher is responsible
for the performance of students in his teaching subject. Contrary to what is
needed in the classroom in mathematics, the decline in the study of mathematics
has continued to be on the increase, Lassa (1984). For it is noted that the
performance of students and pupils in mathematics in every classroom, internal
and external examinations, seem very discouraging. This should not be allowed
to continue, more so that mathematics is indispensible to the technological
development of a nation in particular and in every sphere of an individuals life
generally. This means that those shouldered with the responsibility of teaching
this very important subject must have an enhancing teaching role that will
promote students interest to its learning.
1.3Purpose of the Study
The study is generally aimed at determining the role of mathematics
teachers in promoting youth interest in mathematics in secondary schools.
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The specific objectives of the study are as follows:
(a) To determine the instructional role of mathematics teachers in promoting
youths interest in mathematics in secondary schools in Kwande Local
Government Area of Benue State.
(b)To determine the counselling role of mathematics teachers in promoting
youths interest in mathematics in secondary schools.
(c) To determine the factors that discourages youth interest in mathematics.
(d)To determine the strategies that should be adopted to promote youths
(students) interest in mathematics.
1.4Research Questions
This study is guided by the following questions;
(i) What is the instructional role of mathematics teacher in promoting youth
interest in mathematics in secondary schools?
(ii) What is the counselling role of mathematics teachers in promoting
youths interest in mathematics?
(iii)What are the factors that discourage youths interest in mathematics in
secondary schools?
(iv)What are the strategies that could be adopted to promote youth interest in
mathematics in secondary school?
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1.5 Significance of the Study
The result of this study will be useful to the following:
In-school youths (students), teachers of mathematics, mathematical/science
association such as Mathematical Association of Nigeria (MAN), National
Council of Teachers of Mathematics (NCTM), Science Teachers Association of
Nigeria (STAN), Education Policy Planners/Curriculum Planners; and the
society in general.
School youth, will benefit from the findings of the study. The result of the study
will not only serve as springboard and a source of literature for those youths
who want to be professionally established in mathematics but will also help
them embark on further studies to enhance their ability in their occupation.
The findings of this study will also be useful to teachers of mathematics
in various ways. It will provide information to the teacher on how to harness the
school mathematics programmes as instructional aids to providing realistic
experiences to youth in mathematics.
To mathematics /science association such as NCTM, STAN, the study
through its findings, will convey useful information which will add to their
wealth of experience and in turn enhance their effectiveness in the successful
identification of problems, in planning, organizing, execution of plans,
counselling and follow-up of youths mathematical programmes.
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The education policy planners/curriculum planners would also benefit
from the findings of this study. The study will provide useful information that
will stimulate the youths interest in mathematical programmes in schools.
Finally, the society at large will benefit from the findings of the study.
The recommendations, if implemented, will enhance increased involvement of
youths in mathematics. This will bring solution to the problem of youth interest
in mathematics in secondary schools and beyond.
1.6 Scope of the Study
This study was limited to only the counselling and instructional roles of
mathematics teachers in promoting youths interest in mathematics; the factors
that discourage the youth engagement in mathematics; and only those strategies
that would be adopted to promote youth interest in mathematics in secondary
schools. The research work is a case study of secondary schools in Kwande
Local Government Area of Benue State. The research would have covered the
entire secondary schools in Benue State at large but considering the financial
involvement and the time allocated being too short for the researcher, the study
is limited to only eight (8) randomly selected secondary schools in the local
government area studied.
1.7 Limitation of the Study
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Since no academic work of this sort is devoid of problems, this work is
not an exception. The problem of time and finance has crippled the researchers
efforts of having a more detailed research as should be done.
The researcher also encountered the problem of lack of cooperation and
seriousness from respondents.
The researcher decided to limit the study to few schools in Kwande Local
Government Area to reduce the cumbersome nature of the work involved and to
ensure that the work is standard and valid.
1.8 Operational Definition of Terms
The following words may have other meanings. However, the researcher has
explained the terms based on their usage in this research work.
(i) Role This can be defined as a persons task or duty in an undertaking
(ii)Mathematics It is the science of numbers, quantity and space or simply
a function of space and time.
(iii) Youth This entails a period of time when someone is young,
especially the period between being a child and being fully grown.
(iv) Counselling role This refers to the ability to assist someone to
overcome a given problem.
(v)Instrumental role This is the ability to convince students using
appropriate teaching procedures and strategies.
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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
In this chapter, the researcher reviewed related literature.
Literature related to this study was extensively reviewed; this was done under
the following sub-headings which include;
Theoretical framework
The mathematics teachers attitude
The instructional role of a mathematics teacher
The counselling role of a mathematics teacher
Constraints to the promotion of students interest in mathematics
Summary of the review
2.1 The Theoretical Framework
Research in how to promote and improve students interest and
performance in subjects has been a major challenge and preoccupation of many
educators. The challenge is greatly intensified by the dire need for personnel wit
right attitude to maintain certain fields especially mathematics and technically
oriented fields.
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Teachers differ in their attitudes, interests, values, and motivations (Ryan and
Philips, 1982); their cognitive organization and problem solving ability
(Flanders and Simon, 1969); and the belief they have about them (Clark and
Peterson, 1986); as well as their characteristics ways of planning and making
decisions. There is little evidence that teachers attitudes, interests, values and
motivations are related to their performance in the classrooms.
The expectations that teachers have for their students are associated with
the way in which they behave towards the students (Good and Braun, 1987) as
well as the task students are assigned by their teachers.
Feldman and Kropt (1999) report that high school mathematics teachers did not
believe the goal of deep conceptual understanding to be appropriate for all
students. As a result, most of the teachers taught survey style courses that
cover a range of topics of a superficial level drawing from her extensive
experience working with hundreds of school across the country; Ly an Erickson
(2001), emphasizes classroom implementation of concept based teaching. She
describes how it is capable of delivering the high students performance as
slated in the National Standard of Education for major subject areas like
mathematics and science.
Mathematics teachers and their counter parts in other fields of science
often face the formidable task of enabling their students achieve meaningful
learning experience after a period of instruction.
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Several psychological theories that could make teaching and learning of science
more effective and which can be obtained longer in the cognitive structure were
developed by some renowned psychologists. Science teachers need to be
acquainted with these theories to enable them structure their instruction, to such
the cognitive developmental level the learners and promote meaningful learning
experience.
Gagne (1965), in his theory of hierarchical learning asserts that the
learning materials should be organized in order of hierarchy from simple to
complex, known to unknown, concrete to abstract so that the learner can master
the skill that are necessary for the new learning to take place.
The figure below illustrates Gagnes theory of hierarchical learning.
DESIRED KNOWLEDGE/TERMINAL TASKS
TASK A TASK B
TASK C TASK D TASK E TASK F
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In the figure above, to perform task A, we must be able to perform task C and
D, and for task B, one must be able to perform task E and F. This depicts that in
the processes of instruction, the teacher should begin with simple prerequisite
C, D, E and F and work upwards in the hierarchical fashion to the terminal task
or the desired knowledge which is the capability sought.
The theory of interest as postulated by Wilson (1994), states that interest can be
generated by a well-balanced instruction which requires that the instructor
instructs the students in such a way that instruction will be geared towards the
harmonious expansion of all the mental powers of the individual.
2.2 The Mathematics Teachers Attitude
According to Schifter (1991), teachers need to understand that their
actions in the classroom, affect how well their students learn mathematics. This
implies that the kind of atmosphere/relationship created/established by the
mathematics teacher in the classroom determines students interest towards the
subject.
Effective mathematics teaching requires a serious commitment to the
development of students understanding of mathematics.
Uwaise (1991), held his view to large class and lack of supportive staff. A
teacher no doubt can hardly put in his/her best where the relationship is not
cordial. This implies that student-teacher relationship should be friendly and
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atmosphere. It is observed that most students show apathy to the learning of
mathematics due to the bad classroom climate (environment) created by the
mathematics teacher.
Nonchalant attitude of some mathematics teachers today causes gross
inefficiency in learning mathematics thereby yielding low performance on the
side of students.
Oladare (2000), states that to a very large extent, the attitude of Nigerian
teachers in the classroom is that of a boss, a horse rider under whose will, the
horse has no choice. On the other hand, the students attitude is that of a yes
Sir response. This attitude ultimately gives the impression that the teacher is a
craftsman while the student is but an ordinary apprentice. It is important to note
that in order to stimulate students interest in mathematics; this bossy attitude of
mathematics teachers should be avoided. This is because learners are sensitive
to a teachers personality as discovered by Harold (2004). Josh (1998),
discovered that mathematics teachers see the students as perpetual morons who
cannot even spell their own names. Obviously with this kind of attitude, the
teacher is already limited in his effort to help the students learn. The teacher in
this case will not want to put his or her best in making the students understand
what he/she is teaching because he/she will feel like someone who is trying to
fill a bottomless bucket with water. In extreme cases, teachers detest their
students and do not bother about what responses they are able or unable to
make. This insultive posture of a mathematics teacher can only deter students
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from the learning of mathematics rather than stimulating their interest towards
its learning.
One of the important variables in learning is the interest of both the
teacher and the learner. Unfortunately, the lack of interest of some mathematics
teachers has compounded and contributed to the fact that students have also
become uninterested in the subject. Imoko and Agwagah (2006) opined that
interest is an important variable in learning because when one becomes
interested in an activity, he/she is likely to become more deeply involved in that
activity. This implies that mathematics teachers should first of all develop their
interest in mathematics and employ strategies that can help in promoting
students interest in mathematics.
Ebele (2001) found that some mathematics teachers are not interested in
taking the subject (mathematics) because such teachers chose teaching as a
profession since they could not get their choice jobs. Such teachers do not
present their lesson with enthusiasm because their main motive of going to the
classroom is not to impart knowledge rather; they go to the classroom with the
mindset of if I dont teach, I wont be paid. Students under the tutelage of
these teachers cannot see the beauty in mathematics.
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2.3 Instructional Role of a Mathematics Teacher
Mathematics is a subject that involves some abstract concept, which
needs to be taught and learnt with understanding. Mathematics teachers have the
task of seeking to know the underlying conditions which these abstract concepts
can be learnt. He may think of factors such as interest, classroom climate and
many other paramount factors that concerns teaching and learning processes.
Mathematics is a subject that requires much interest on the part of student
(learner). This is in agreement with what Kaaor (1987) holds that mathematics
is a subject that requires rational thinking, creative reasoning, motivation, good
understanding and active participation which requires much interest on the part
of the learner. To arouse this interest demand for practical activities which are
possible only with the proper use of instructional materials. It is assumed that
with the proper use of instructional materials, the abstract nature of mathematics
will be reduced.
For an effective learning of mathematics to take place, the teacher is
charged with responsibilities such as; structuring the course content, selecting
instructional materials for teaching, direct students activities in the classroom,
applying basic instructional strategies for easy understanding, utilizing visual
aids in teaching, employing variety of teaching methods, employing group
interaction techniques, reinforcing learning through rewards, directing students
group project directing laboratory instruction, and enforce stimulus variation.
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2.3.1 Appropriate Selection and use of Instructional Materials
Selection and use of instructional materials in a way that are compatible
with the interest of students must be done by the mathematics teacher. He is
expected to consider the cognitive, affective and the psychomotor outcome of
the subject and the topic in particular in selecting the instructional materials.
These instructional materials help the teacher in making mathematical concepts
and skills more meaningful and understandable to the learner.
Ashworth (1981) asserts that instructional material s, otherwise known as
teaching aids, are animate or inanimate objects that assist the teacher in making
mathematical concepts and skills more meaningful and understandable to the
learner. He contends that the successful use of the instructional materials and its
relative cognitive achievement of the learner that informs the government to
insist on improvisation of teaching aids incase the real materials are not
available. Damisa (1987) comments that for a mathematics teacher to achieve
his objective in the classroom he must find other devices and also the time
allocated to mathematics will most at times be divided into seeing, feeling,
hearing, and using those devices provided. This clearly defines strategies and
procedures to be adopted by a mathematics teacher in the classroom to achieve
his set goals and behavioural objectives.
Ebuwa (1987) asserts that for Nigeria to progress successful in
technology, we must embrace instructional materials fully in our educational
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system. This implies that the wish to learn must come from the students and to
have that wish stimulated, instructional materials must be present.
According to Ivowi (1993), good teaching and use of relevant techniques
are role which the teachers need to play to arose and sustain the interest in
students. He however concluded that, it is not easy to achieve this, it call for
more commitments on the part of the teacher with strong determination to
motivate students interest in mathematics.
It is observed from the views given by some authors and scholars above
that proper use of the instructional materials reduce the abstract nature of
mathematical concepts to concrete level that can easily be understood by our
secondary school students.
Teachers who keep learners motivating strategies firmly in mind will
select adequate instructional materials that will help concretize the learning
process.
2.3.2 Improvisation of Instructional Materials to Facilitate Teaching and
Learning of Mathematics.
Teaching has often been thought of as a creative performance. Although
comparisons with performance were originally intended to emphasize teacher
creativity, they have become associated instead with contemporary reform
efforts towards scripted instruction that deny the creativity of teachers. It is
important to note that improvised instructional materials can be made from local20
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materials sometimes found within and outside the school premises. It is the duty
of the teacher to coordinate the students to develop and construct instructional
materials from the local materials as it affects teaching and learning processes.
This can occur when teacher(s) leads students to places of interest. During such
visit materials can accidentally be seen, designed, developed and carried to the
school or classroom for instructional purposes (National Teachers Institute
course book, 2000).
2.4 The Counselling Role of a Mathematics Teacher.
The mathematics teacher as a counsellor is charged with the
responsibility of guiding his students by rendering services such as: good
orientation programmes, educational and career counselling of students, coping
with students adjustment problems, and students appraisal.
2.4.1 Provision of Orientation Programmes.
Orientation services are needed for newly admitted students and those
students who had been diagnosed by either the school counsellor or the
mathematics teacher and found wanting in one way or the other. Students who
have just been admitted to secondary school, especially Junior Secondary need
to be properly oriented towards the new school and social environment in order
that they may be adequately adjusted.
This adjustment is necessary for successful learning because they need to
be acquainted with new demands in terms of responsibility, mode of studying,
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and way of acting, pattern of association and so on. Even the students going to
senior secondary school should not be left out because they are also going to
face new challenges in terms of coping with a different curriculum which is
more comprehensive in nature and wider in perspective. At this point, students
should b made to understand the importance of mathematics and English
language in their academic Journey.
The success of any educational system depends largely on the quality,
quantity and commitment of the teachers engaged in the system as well as
students personal efforts among others, Fidelis (2003).
No wonder, Denga (1997), says that the fundamental problem in fostering
mathematics education is the fact the name mathematics scares students.
2.4.2 Educational and Career Counselling of Students.
One of the most important things a student does is to study and pass his
examinations and he can only receive this encouragement through education
guidance. In doing this, the counsellor seeks to help students to:
Cultivate good study habits and skills which are in dispensable both at the
junior and senior secondary school level.
Identify and extract major points from textbooks.
plan properly their reading time, recreation and leisure.
Identify areas of difficulty in their subjects especially mathematics.
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select conducive learning environment and prepare for examination.
The mathematics teachers as a counsellor to his students is here by
charged with the responsibility of interviewing students to ascertain their
localities and family background and other factors that might affect their choice
of career.
He organizes seminars and conference relating to the students areas of
interest to help them make occupational decision. Students who found to have
interest in reading engineering courses at higher level should at the point be
encouraged to be mathematical inclined.
2.4.3 Coping with Students Adjustment Problems
Some students usually bring into the school or classroom, some certain
maladaptive behaviours which need to be modified, if not changed, for example,
acts of cruelty, kleptomania (obsessive willingness to steal not because of
poverty), truancy, cheating, personal hatred for subjects like mathematics, and
so on. These and other similar misbehaviour tend to hinder successful academic
achievement and overall personality development of such students. The teacher
who is supposed to be a counsellor to his students is therefore expected to
identify such students, subject them to certain test and interpret this test for the
right application in solving their academic and vocational problems.
Teachers have a great part to play in the effectiveness of any subject (Simon,
1983:33). But when this fact is not realized by the teacher, inefficiency in the
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teaching became possible, it is however worthy of note here that, Simon was
only trying to describe the lukewarm attitude of many mathematics.
2.4.4 Students Appraisal
According to the National policy on Education, continuous assessment
should be adopted as the mode of appraising the extent to which learning
objectives are being achieved. By this system, mathematics teachers should
adopt variety of instrument to gather data on cognitive, affective and
psychomotor behaviour of his students.
Schiboli (1981) found that teachers made no systematic attempt to teach
towards affective objective.
2.5 Constraints to the Promotion of Students Interest in
Mathematics
There are quite a number of factors militating against students interest in
mathematics; among which are the following: Lack of instructional materials,
poor method of teaching, examination malpractice and lack of trained
mathematics teachers.
Researchers have reviewed that the teacher factor and that of the
instructional/methods are the paramount factor is out of the several factors
militating against students interest in mathematics.
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It can be observed that the general factor is that of a teacher according to Utule
(2002), a teacher is one who is trained in the act of impacting knowledge to the
students.
Orhungur (1990) described the teacher as a facilitator of learning who
constantly tried to be the head of learners and help them to meet their needs; he
insisted that the teacher was very important to the success of students in the
schools.
The National Policy on Education (1998) stated that no educational level can
rise above the quality of her teachers, so, teachers of mathematics at secondary
school level should be people who are well trained to offer quality teaching.
2.5.1 Lack of Instructional Materials
According to the National Teachers Institute (2006) instructional
materials generally aid teaching and learning and make it more efficient. The
effective use of instructional materials is of greater importance to both the
teacher and the students in the following ways;
Gain and hold the attention of the learner.
provide visual aspect to a process or technique.
Focus attention on highlights of key points.
create impact
Facilitate the understanding of abstract concepts.
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Stimulate reality.
Generally, we say that the use of both local and modern instructional
materials help to concretize the learning process. These instructional materials
could either be in the form of printed/reading materials, visual materials,
teaching machines, or community resources such as places of interest,
educational facilities, and health facilities and so on.
2.5.2 The use Inappropriate Teaching Method.
The careful selection and use of teaching method is of greater effect to
the learner. These teaching methods vary with topics and even subjects.
Mathematics is a subject that needs more than one method of teaching if
Ngumei (1983) opined that there is actually no simple best method of teaching
rather it is most desirable that teachers be aware of the various methods of
teaching. The implication here is that the adoption of a particular method
depends on the type/level of class; nature of instructional unit; facilities
available; maturity and experience of students as well as their interest.
Ukeje (1979) supporting this view noted that, teachers occupy a very
prominent position in the education system.
2.5.3 Examination Malpractice.
Many mathematics students today cannot answer simple question in
mathematics correctly but in their bid to get at least a credit in mathematics,
bribe examiners and supervisors who allow them to copy from textbooks,26
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colleagues or employ some persons to write for them all in an effort to earn a
good certificate. In fact, some school principals and mathematics teachers
dictate and write answers on the chalkboard for students to copy.
Bamanja and Attah (2001) itemized the following forms of malpractice in
Nigerian school system; they include impersonation, mass cheating of various
types, leakages; assault and intimidation. Others are, collusion, bribery,
Examination fund raising, passing papers in the halls, Expo and use of G. S.
M. And so on.
Unfortunately despite the fact that legislation has been passed to stop this ugly
trend, the evil continues to foster because those saddled with the responsibility
of abating it are culprits themselves. This has imposed a lot of negative
achievement of passing with better grade without knowing anything in with
students has taken away their examination malpractice identified with students
has taken away their interest or desires towards learning of mathematics.
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2.5.4 Lack of Qualified Teachers.
It is observed that, very few lucky schools have trained teachers in
mathematics. Students complain about mathematics teachers who teach
mathematics with a lot of tears. Students hate such teachers as well as the
subject they teach. The worse thing to happen to a student is to hate a bad
teacher who cannot encourage him in the classroom to learn.
Cooney (1975:5) says that students find the subject mathematics
difficult when it is taught by a teacher who cannot explain clearly, who cannot
make expectation definite, who does not review or does not assign.
Ozigbo and Igbokwe (1994) report that some teachers do not understand the
mathematics content they teach.
Researchers in the fields reviewed that students handled by such teachers
hate mathematics to the core. They do not just like hearing the word
mathematics owing to the bad image/foundation laid by these I can teach
teachers. In order to improve the standard of education, several attempts have
been made through National Policy on Education; such attempts as setting the
minimum standard or qualification for teaching mathematics at primary, junior
secondary and senior secondary levels respectively.
During the conference on mathematics held by twelve (12) states in
Enugu in (1980) as reported by Oguma (1991:34) it was decided that, a
qualified teacher for post primary schools be a person with minimum
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qualification of NCE in mathematics, Bachelors Degree (B. Sc) in mathematics
with post graduate diploma in education, (B. Sc (Ed) in mathematics. These
persons will be better equipped to teach mathematics at the senior secondary
school level.
2.6 Summary of the Reviewed Literature.
The literature review has been done under the following sub-headings:
theoretical framework, the mathematics teacher, the instructional role of a
mathematics teacher, the counselling role of a mathematics teacher and
constraints to the promotion of students interest in mathematics.
Under theoretical framework, it was seen that teachers differ in their
attitude, interest, values and motivation; their cognitive organization and
problem solving ability. Also that learning materials should be organized in
order of hierarchy from simple to complex.
The review also considered mathematics teachers attitude and should the
non-chalant attitude of some mathematics teachers today causes gross
inefficiency in learning mathematics thereby discouraging students from
picking interest in is learning.
Based on the instructional role of mathematics teacher, the review
revealed that students lack of interest in mathematics is as a result of
mathematics teachers inability to employ appropriate teaching method that will
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be appealing to students and proper use of instructional materials (teaching aids)
to stimulate their interest.
Also, it has been reviewed that students mostly do not really understand
the importance of mathematics in their daily activities and such ignorance as a
result of improper or inadequate orientation may subsequently inform their
negative attitude towards the subject.
Conclusively, it will be of great importance to look into factors that are
responsible for teachers attitude.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter is a detailed description of the general procedure used in this
study. The procedure for the study was discussed under the following sub-
headings; research design, area of the study, population of the study, sample and
sampling technique, instrument of the study, method of data collection, method
of data analysis, instrument of the study, as well as validation and reliability of
the instrument.
3.1 Research Design
Survey design was adopted for the study. This is because of the fact that,
the researcher had no control over the variables involved, was considered (that
is the roles that must have been played by the mathematics teachers during
school activities). The researcher used the questionnaire for data collection
which he did by visiting the sampled schools personally.
3.2 Area of the Study
The study was carried out in Kwande Local Government Area of Benue
state. The local government is one of the largest and most populated in the state.
The local government is located in Zone A geographical zone of Benue state.
The local government is bounded to the East by Cameroun Republic/Taraba
state, to the West by Cross-River State, to the South by Cameroun/Cross-River
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State and to the North by Vandeikya/Ushongo local governments. The local
government is endowed in the area of agriculture, particularly in the production
of rice, cassava, yam, groundnuts, bambara nuts and other items. Farmers also
engage in the cultivation of economic trees. The local government is rich in
farm produce. The local government under study has a total of fifty one (51)
secondary schools; forty one (41) government-approved and ten (10) un-
approved.
3.3 Population of the study
The target population for this study was all secondary schools in Kwande
Local Government Area of Benue state with focus on senior secondary two
(SS2) students and their mathematics/science teachers.
3.4 Sample and Sampling Techniques
A simple random sampling technique was used by the researcher to arrive
at the choice of eight (8) individual schools out of the fifty one (51) schools as
well as the ten (10) students of SS2 from each of the sampled schools. The
researcher used the simple random sampling technique. Names of schools were
wrapped in pieces of paper and eight (8) schools were randomly drawn. Also,
names of SS2 students from each of the sampled schools were wrapped in
pieces of paper to select the ten (10) students {that is eighty (80) students were
used}. Two mathematics teachers of SS2 students from each of the eight
sampled schools were used for the study which gives a total of sixteen (16)
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teachers. The selected schools include: Government Secondary School,
Anwase; Holy Family Catholic Secondary School, Jato-Aka; N. K. S. T.
secondary school, Adikpo; Landmark International Model College, Adikpo;
Adikpo Comprehensive College, Adikpo; St. Marys Secondary School,
Adipko; Sacred Heart Secondary School, Adikpo; and Wantor Model College,
Adikpo.
The researchers choice of this sampling technique is considered
appropriate because the sample is a representation of the entire population of the
study since every element in the population has equal chance of being included.
3.5 Instrument for the Study
The instrument used for the study was the questionnaire. A fifteen (15)
item questionnaire was administered to science teachers involved, and also a
twenty (20) item questionnaire was drawn for those SS2 students involved. Both
the science teachers questionnaire (STQ) and the student questionnaire (SQ)
used the four point Likert scale in the form of Strongly Agree (weighted four
points), Agree (three points), Disagree (two points) and Strongly Disagree (one
point). There are few items on the students questionnaire that used Yes or
No option. The questionnaire covered some major areas which include
personal information of the student on the subject, mathematics teachers
counselling and instructional role in promoting students interest in
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mathematics, factors and strategies discouraging and promoting students
interest in mathematics.
3.6 Method of Data Collection
Instruction used for the study was personally administered by the
researcher. He then collected the treated instruction from the respondents few
hours later to ensure that none of the administered instrument got missing. This
was made possible because of the manageable size of sample used for this
study. Again, the personal involvement was aimed at a near hundred percent
(100%) retrieval of the instrument administered.
3.7 Method of Data Analysis
The analysis of data collected was done using descriptive statistics of
mean and standard deviation, and percentages to answer the research questions
asked. For a decision to be made, a cut off mean point of 2.5 and above, as well
as the option with greater percentage were considered appropriate.
This is because the mean of a four point scaled instrument used for this
study is 2.5 and the greater percentages from the percentage measured from the
Yes or No items normally determines ones result. Therefore any item that has
the mean less than 2.5 or the less percentage is considered disagree and any
item with mean 2.5 and above is considered agreed.
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3.8 Validation of the Instrument
The validation of the instrument used for this study was done by the
supervisor of this research work. During validation, the questionnaire
instrument was screened to ensure the questions were relevant to the research
topic and capable of answering the research questions formulated.
3.9 Reliability of the Instrument
The instrument used for the study was reliable owing to its consistency.
This is because it measured whatever it was to measure. The researcher, in an
attempt to establish the reliability of the instrument, first carried out a pre-test to
ensure its reliability. He further analyzed the data generated from each of the
sampled schools separately and in comparison, observed that the results were
almost the same. And when the data from the entire sampled schools were
analyzed, the result was still in the same range as the one that was analysed
separately.
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CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, INTERPRETAATION AND
DISCUSSION OF FINDINGS.
4.0 Introduction
This chapter is discussed under the various research questions asked.
4.1 Research Question One.
What is the instructional role of mathematics teachers in promoting youth
interest in mathematics in secondary schools?
The answer to this question is presented in table 1a and 1bbelow:
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Table 1a: Science Teachers Responses on the Instructional Role of
Mathematics Teachers in Promoting Youth Interest in Mathematics in
Secondary Schools
S/ ITEMS SA
4
A
3
D
2
SD
1
F FX S(Sd) Remark
1 The use of instructional
aids is necessary in the
promotion of students
interest towards
mathematics
15 1 0 0 16 63 3.93 0.06 Agreed
2 The teaching methods
applied by mathematics
teachers influence
students interest in
mathematics
10 5 1 0 16 60 3.75 0.41 Agreed
3 Turning a mathematics
class into a discussion
class affects the
teaching of mathematics
2 7 5 2 16 41 2.56 0.75 Agreed
4 Students will have more
interest in learningmathematics if
instructional materials
are properly used
12 3 1 0 16 59 3.69 0.34 Agreed
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From the science teachers respondents in table 1a above, it could be observed
that items 1 to 4 are positively cued having mean scores ranging from 2.56 to
3.93 with their standard deviation ranging from 0.06 to 0.75. These mean scores
are above the cut off point for decision making. This implies that the
respondents agreed with the items and their level of agreement is very close as
indicated by the standard deviation.
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Table 1b:Students Respondents on the Instructional Role of Mathematics
Teachers in Promoting Youth Interest in Mathematics in Secondary
Schools.
S/ ITEMS SA
4
A
3
D
2
SD
1
F FX S
(Sd)
Remark
1 Students will have
more interest in
learning
mathematics if
instructional
materials are
properly used.
51 24 3 2 80 286 3.58 0.47 Agreed
2 Students can be
motivated to studymathematics with
teaching aids
40 33 5 2 80 271 3.39 0.51 Agreed
3 Students can be
motivated to study
mathematics if themathematics teacher
can attend to their
questions
47 24 5 4 80 274 3.43 0.67 Agreed
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Table 1b, which is on students respondents, shows that items 1 to 3 are
positively cued having mean score ranging from 3.39 to 3.58 with their standard
deviation ranging from 0.47 to 0.67. These mean scores are above the cut off
point of 2.50 for decision making. This implies that the respondents agreed with
the items and their level of agreement is very close as shown by the standard
deviation.
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4.2 Research Question Two
What is the counselling role of the mathematics teachers in promoting youth
interest in mathematics?
The answer to the research question is presented in tables 2a, and 2b below:
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Table 2a:Science Teachers Responses on the Counselling Role of
Mathematics Teachers in Promoting Youth Interest in Mathematics.
S/ ITEMS SA
4
A
3
D
2
SD
1
F FX S(sd) Remark
1 Motivation is a
necessary ingredient
in promoting
students interest in
mathematics
12 3 1 0 16 59 3.69 0.34 Agreed
2 Inability to carrystudents along by the
mathematics
teachers affects the
teaching of
mathematics
6 10 0 0 16 54 3.38 0.23 Agreed
3 The encouragement
of the students by
the mathematics
teacher can motivate
students in learning
mathematics
5 11 0 0 16 53 3.31 0.21 Agreed
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From table 2a above, it could be observed that items 1, 2 and 3 are positively
cued having mean scores ranging from 3.31 to 3.69 with their standard
deviation ranging from 0.21 to .034.
These mean scores are above the cut off point of 2.50 for decision making. This
implies that the respondents agreed with the items and their level of agreement
is not far from each other.
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Table 2b:Students Responses on the Counselling Role of Mathematics
Teachers in Promoting Youth Interest in Mathematics.
S/ ITEMS SA
4
A
3
D
2
SD
1
F FX S(sd) Remark
1 Mathematics
should not be a
compulsory
subject
19 7 11
`
43 80 238 2.98 1.57 Agreed
2 Our daily
activities involvemathematics
49 18 6 7 80 269 3.36 0.91 Agreed
3 The
encouragement of
the students by the
mathematics
teacher can
motivate the
students to learn
mathematics
55 18 6 1 80 287 3.59 0.47 Agreed
YES NO YES
%
NO% Remark
4 Do you like
mathematics?
73 7 91.2
5
8.75 Agreed
5 Do you like seeing
your mathematics
teacher?
75 5 93.7
5
6.25 Agreed
6 Do you believe
that your future
education depends
on mathematics?
57 23 71.2
5
28.75 Agreed
7 Do you feel happy
any time you have
mathematics
class?
67 13 83.7
5
16.25 Agreed
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From table 2b above, it could be noted that item 1 is negatively cued having a
mean score of 2.98 with a standard deviation of 1.57 while items 2 and 3 are
positively cued having the mean score of 3.36 and 3.59 with respective standard
deviation of 0.91 and 0.47. Here, also, the mean scores are above the cut off
point for decision making. This implies that the respondents agreed with the
items. Their level of agreement is not far from each other as indicated by their
standard deviation. On the same table, it could be observed that students
responses on items 4, 5, 6, and 7 show that many students live both mathematics
and mathematics teachers and they also believe that their future education
depends on mathematics while few students do not know the impact of
mathematics in their educational pursuit and therefore developed hatred on both
mathematics as a subject and mathematics teachers.
4.3 Research Question Three.
What are the factors that discourage youth (students) interest in mathematics in
secondary schools?
The answer to this research question is presented in table 3a and 3b below:
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approachable
7 The insultive posture
of the mathematics
teacher on a
students failure to
answer question
affects the student.
4 10 1 1 16 49 3.06 0.56 Agreed
8 If a mathematics
teacher is harsh to
students, the students
will hate the subject.
8 8 0 0 16 56 3.50 0.25 Agreed
9 Inability to carrystudents along by the
mathematics teacher
affects the teaching
of mathematics
6 10 0 0 16 54 3.38 0.23Agreed
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From the science teachers respondents in table 3a above, it could be observed
that all the items in the table are positively cued having mean scores ranging
from 3.06 to 3.75 with their standard deviation ranging from 0.23 to 0.61
These mean scores are above the cut off point for decision making. This implies
that the respondents agreed with the items and their level of agreement is very
close as indicated by the standard deviation.
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Table 3b:Students Responses on the Factors that Discourage Youth
Interest in Mathematics in Secondary Schools.
S/ ITEMS SA
4
A
3
D
2
SD
1
F FX S(sd) Remark
1 Students are
affected if their
mathematics teacher
is not approachable.
45 18 10 7 80 261 3.26 0.97 Agreed
2 If a mathematics
teacher is harsh tostudents, the
students will hate
the subject
56 13 7 4 80 281 3.51 0.72 Agreed
3 When a
mathematics
teachers classifies a
student as block
headed, it makes the
students to losehope in himself and
limit his learning
45 13 12 10 80 253 3.16 1.19 Agreed
4 If a mathematics
teacher is fond of
not marking
assignments, it
affects students
learning
45 28 4 3 80 275 3.44 0.57 Agreed
5 The insultive
approach of a
mathematics teacher
cannot motivate
students in learning
mathematics
38 19 11 12 80 243 3.04 1.21 Agreed
YES NO YES% NO%
6 Does your
mathematics teacher
agree to explain
78 2 97.50 2.50 Agreed
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something in
mathematics to you
whenever you have
difficulty?
7 Do your parents
provide you with
enough
mathematics
materials like;
mathematical set,
ruler, and
mathematics
textbooks?
71 9 88.75 11.25 Agreed
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From table 3b, it could be observed that item 1 to 5 which use Likert scale are
positively cued having the mean scores ranging from 3.04 to 3.51 with their
standard deviation ranging from 0.57 to 1.21. These mean scores are above cut-
off point of 2.50 for decision making. This implies that the respondents agreed
with the items and their level of agreement is not far from each other as
indicated by the standard deviation. On the same table, item six (6) and seven
(7) from Yes or No response shows that many mathematics teachers and parents
do motivate their students and children towards the study of mathematics.
4.4 Research Question Four
What are the strategies that could be adopted to promote students (youth)
interest in mathematics in secondary schools?
The answer to this research question is presented below in table 4a and s4b.
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Table 4a:Science Teachers Responses on the Strategies that Could Be
Adopted to Promote Students Interest in Mathematics in Secondary
School.
S/ ITEMS SA
4
A
3
D
2
SD
1
F FX S(sd) Remark
1 A well equipped
mathematics laboratory
is necessary for the
effective teaching of
mathematics
8 6 2 0 16 54 3.38 0.48 Agreed
2 Motivation is a
necessary ingredient in
promoting students
interest in mathematics
12 3 1 0 16 59 3.69 0.34 Agreed
3 The teaching method
applied by mathematics
teachers influence
students interest in
mathematics
10 5 1 0 16 60 3.75 0.41 Agreed
4 Students will have more
interest in learning
mathematics ifinstructional materials
are properly used.
12 3 1 0 16 59 3.69 0.34 Agreed
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From the table 4a above, observation has shown that all the items are positively
cued having mean scores ranging from 3.38 to 3.75 with standard deviation
ranging from 0.34 to 0.48. These mean scores are above the cut off points for
the decision making. This implies that the respondents agreed with the items
and their level of agreement is not far from each other as shown by the standard
deviation.
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Table 4b:Students Responses on the Strategies that could be Adapted to
Promote Youths (Students) Interest in Mathematics in Secondary
Schools.
S/ ITEMS SA
4
A
3
D
2
SD
1
F FX S(sd
)
Remark
1 Students will have more
interest in mathematics
if instructional
materials are properly
used.
51 24 3 2 80 286 3.58 0.47 Agreed
2 Students can be
motivated to study
mathematics with
teaching aids.
40 33 5 2 80 271 3.39 0.51 Agreed
YES NO YES% NO% Remark
3 Does the school award
prizes to the best
students in
mathematics?
53 27 66.25 33.75 Agreed
4 Do you have
mathematics club in
your school?
47 33 58.75 41.25 Agreed
5 Does your mathematics
teacher regularlyorganize mathematics
quiz competition in
your school?
32 48 40.00 60.00 Agreed
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From the analysis presented in table 4b, it could be observed that item 1
and 2 are positively cued with mean scores of 3.58 and 3.39 respectively and
their standard deviation is 0.47 and 0.51.
These mean scores are above the cut off points of 2.50 for decision making.
This implies that the respondents agreed with the items and their level of
agreement is very close to each other as indicated by the standard deviation.
On the same table, items 3 and 4 from Yes or No response shows that
many schools do motivate their students to study mathematics while few school
do not motivate their students towards mathematics. It is also observed that item
5 has clearly shown that students are not motivated by their mathematics
teachers towards the study of mathematics.
4.5 Major Findings
From the results of the analysis of data from the study, the following major
findings were made:
(i) Students will have more interest in learning mathematics if instructional
materials are properly used.
(ii)The teaching methods applied by mathematics teachers influence
students interest in mathematics.
(iii) Words of encouragement from the mathematics teachers will
encourage the students in the learning of mathematics.
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(iv) Emphasizing the impact of mathematics on students academic pursuit
by the mathematics teachers will promote students interest in
mathematics.
(v) Students are affected if their mathematics teacher is not approachable.
(vi) If a mathematics teacher is harsh to students, they will hate the subject
(mathematics).
(vii) Motivation is a necessary ingredient in promoting students interest in
mathematics.
(viii) A well-equipped mathematics laboratory is necessary for the effective
teaching and learning of mathematics.
4.6 Discussion of Findings
So far, it is obvious that the mathematics teachers cannot be overlooked
in the teaching of mathematics in schools and the promotion of students
interest towards it. The finding of this study that the proper use of instructional
materials and teaching method by the mathematics teachers promote students
interest towards learning of mathematics is worth reviewing. This finding is
actually agreed with Ivowi (1993), good teaching and use of relevant techniques
are roles which teachers need to play to play to arouse and sustain interest in
students.
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It has also been discovered that, there exists mathematics teachers
attitude that motivates and encourages students to the learning of mathematics.
Durojaije, Ajie and Aiye (2005) who found that the role of teachers in
motivating students interest in mathematics is enormous. Although learners
have complete responsibility for what they learn; they are to be guided by their
teachers in the quest for knowledge.
The findings of this study also shows that teachers unapproachable
attitude and harshness affect the way and manner students learn mathematics as
reviewed by Schifter (1991), who said that teachers need to understand that
their action in the classroom affects how well their students learn mathematics.
Josh (1998), equally found that mathematics teachers who see students or talk to
students with derogatory statement eventually affect their mathematics learning.
The adoption of motivational strategies such as well equipped
mathematics laboratory by the Ministry of Education, organization of prize
awarding ceremonies for best students in mathematics by the school authority
and regular organization of debate and quiz competition among students by the
mathematics teachers is necessary to promote students interest in mathematics.
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CHAPTER FIVE
SUMMARY, CONCLUSION, RECOMMENDATIONS AND
SUGGESTIONS
5.0 Introduction
In this chapter, the summary, conclusion, and recommendations as well
as suggestions for further research were drawn out.
5.1 Summary
The research was actually carried out to determine the role of
mathematics teachers in promoting students (youth) interest in mathematics in
secondary schools. The study area was Kwande Local Government Area of
Benue State. Four research questions were asked. The researcher carried out an
extensive review of related literatures. Survey research design was adopted for
the study. The instrument of the study was a four point Likert scale and Yes or
No questionnaire named Science Teachers Questionnaire (STQ) and Students
Questionnaire (SQ) with 15 items and 20 items respectively. The face and
content validation of the instrument was done by the supervisor of this research
work. The target population for this study was all SS2 students and all
mathematics/science teachers of SS2 in Kwande Local Government Area. The
study was actually done on sixteen (16) science/mathematics teachers of SS2
and eighty (80) SS2 students who were selected randomly across all the
sampled schools in Kwande Local Government Area. The data collected was
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analysed using descriptive statistics of mean and standard deviation. Some
major findings were made from the result obtained from the data analysis.
Some of these findings include the following:
(i) Students will have more interest in learning mathematics if instructional
materials are properly used.
(ii) The teaching method applied by mathematics teachers influence
students interest in mathematics
(iii) Emphasizing the impact of mathematics on students academic pursuit
by the mathematics teachers will promote students interest in
mathematics
(iv) A well-equipped mathematics laboratory is necessary for the effective
teaching and learning of mathematics.
The work is majorly divided into five (5) chapters with one looking at the
major introductory aspect, two dealing with review of related literatures, three
with the method of findings, four where the analysis of data collected was
presented and finally five deals with the conclusive part of the study.
5.2 Conclusion
Considering the result obtained from this research work, it is correct to
conclude that mathematics teachers have significant role to play in determining
students interest in mathematics.
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This is because from the research question asked in chapter one and the
information gotten from the analysis and interpretation of data in chapter four, it
has revealed that mathematics teachers attitude and interest determine students
interest towards learning of mathematics. Also, that mathematics teachers
instructional role of using appropriate teaching methods and instructional
materials as well as counselling role of motivation is needed in the promotion of
students interest in mathematics.
Based on the data analysis in chapter four, major findings were made including
the following:
(i) The teaching method applied by mathematics teachers influence students
interest in mathematics.
(ii)Words of encouragement from the mathematics teacher will encourage
the students in the learning of mathematics.
(iii) Students are affected if their mathematics teacher is not approachable.
(iv) A mathematics teacher can motivate students to learn mathematics by
the use of teaching aids.
5.3 Recommendations
Based on the findings of the study, the researcher made the following
recommendations:
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(i) In the secondary school educational setup, emphasis should be given to
the provision of instructional materials because these help teachers in
functioning effectively and also the students interest and
understanding will be enhanced.
(ii) Government through Teaching Service Board an extra ministerial
department of Ministry of Education in Benue State should organize
seminars, workshops and in-service courses for mathematics teachers
regularly to improve their services and update students performance.
(iii)Special attention should be given to mathematics as a subject and the
Government should give scholarship to mathematics education
students as a motivational tool to promote students interest towards
learning of mathematics.
(iv)Mathematics or science teachers in general should emphasize the
importance of mathematics on students academic pursuit. If
secondary school students are properly taught the importance of
mathematics in their academic journey by their mathematics teachers,
their interest and performance in mathematics will be encouraged.
(v) Special attention should be given to mathematics teachers by government
and the school authority in the form of mathematics teachers
allowance as source of motivation to boast their morale and enhance
their commitment to duty.
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(vi) The school authority should not overload the mathematics teacher
instead, they should be given chance prepare for their lesson all the
time.
(vii) School authorities should endeavour to allocate money for the
purchase of materials to be used as teaching aids.
5.4 Suggestion for Further Study
Another study should be carried out on who is a mathematics teacher?
Also a study with a similar perspective different from the mathematics concept
under focus could be conducted.
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REFERENCES
Adejoh, M. J and Iji, C. O. (2007).Innovation in Teaching and Learning,
Makurdi: Adeka printing and publishing company Ltd.
Ashworth, A. E. (1981). A book on the teaching of mathematics London:
Oxford University Press, London.
Clark, C. M and Peterson, P. L. (1986): 1 In M.C Withrock (Ed),Handbook of
Research on Teaching(3rd Ed) (pp. 255296). New York: Macmillan.
Damisa, R. B. (1987). The use of aids in mathematics teaching and learning in
Nigerian primary and secondary schools. STAN 28th Annual conference
proceedings, Mushin Lagos; 26127
Denga, D. I. (1997), Science and Mathematics as key Nigerians technological
Boom in 21st century.Akamkpa Journal of Science and Mathematics
Education (1992: 2747).
Durojaiye, M. O., Ajie, I. And Aiyegbusi, S. M. (2005). Motivating Students
Interest in Science, mathematics and Technology by linking their concepts
to real life.Internal Journal of Research in Education. 29(1), 123126
Ebele, N. T. (2001). Teaching as a calling and not as a profession. Journal of
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effective Teaching, 2(1), 29
Ebuwan, S. E.(1987).Stress on use of Teaching Aids, Nigerian Observer, June
9, pp. 26
Erickson, H. I. (2001) Concept Based Curriculum and Instruction. Thousand
Oaks, C. A: Corwin.
Feldman, A and Kropt, A. (1999). Teacher; A Curriculum Decision Maker;
the selection of topic for high school Physics.Journal of Curriculum and
Supervision, spring 1999. Retrieval. March 28, 2008 from Proquest Data
Base.
Flanders, M. A. and Simon, A. (1969). Teachers Effectiveness. In R. L Ebel
(Ed),Encyclopaedia of Educations Research (4th Ed) New York: Macmillan
(pp. 14231437).
Good, T. L. (1987). Teacher Expectations In D. C. Berliner and B. U Rosen
(Eds) Talks to Teachers. (pp. 159200). New York. Mc GrawHill.
Harold, N. Z. (2004) Isolation and its implication International Journal of
Teaching and Learning. 1(2), 4149.
Ivowi, W. I. (1993). Current Research trends in the Teaching and Learning of
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Science The West African Journal of Education 1(3).
Joseph, C. O. (2001).International Journal of Teaching and Learning. In
Gagne, (1965). Theory of learning and implication for teaching. 2(1),
3439.
Kaaor, S. A. (1987). Using Instructional Materials to improve the poor
mathematics background of pupils at the primary school level Unpublished
NCE project, College of Education, Katsina-Ala.
LASSA, P. N (1984). The sorry state of Mathematics Education in Nigeria.
An inaugural address, University of Jos.
Ogbonna, O. (1986). Implementing Continuous Assessment in Secondary
School Mathematics, Physics and Integrated Science. A paper delivered at
a National Workshop on Continuous Assessment in Mathematics and
Physics, University of Jos, 6 September, 1986.
Ryam, K. and Philips, D. H. (1982). Teachers characteristics in H. E. Milzel
(Ed).Encyclopaedia of Educational Research (5th Ed) (pp. 18691876).
New York Free Press.
Simon, H. A. (1983) Mathematics Methods for schools and Teachers training
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APPENDIX I
Department of Science Education,
Federal University of Agriculture,
P. M. B. 2373, Makurdi,
Benue State.
Dear Respondent,
An appeal for response to research Questionnaire
I am a final year student of the Department of Science Education, reading
Mathematics/Computer Science in the above named institution. I am presently
carrying a out a research on the Role of mathematics teachers in promoting
youth interest in mathematics in secondary schools in Kwande Local
Government Area of Benue State.
I will be grateful if you could kindly fill this questionnaire promptly. All
information supplied will be treated in strict confident.
Thank you for responding.
Yours faithfully,
Iorpuu T. Nathaniel
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APPENDIX II
QUESTIONNAIRE FOR SCIENCE TEACHERS IN SECONDARY SCHOOLS
IN KANDE LOCAL GOVERNMENT AREA OF BENUE STATE
SECTION A: PARTICULARS OF THE RESPONDENT
Name of Respondent..............................................................................................
Name of School......................................................................................................
Sex....................................................................... Date..........................................
Area of specialization (a) Mathematics (b) Others (mention)...............................
SECTION B
Tick the appropriate code that best satisfies your conscience.
S/ ITEMS Strongly
Agree
(SA)
Agree
(A)
Disagree
(D)
Strongly
Disagree
(SD)
1 The use of instructional aids is
necessary in the promotion off
students interest towards
mathematics
2 A well-equipped mathematics
laboratory is necessary for the
effective teaching of mathematics
3 Students truancy and social
inclination and consciousness
affect their interest in
mathematics
4 Motivation is a necessaryingredient in promoting students
interest in mathematics
5 Students interest in mathematics
enhances their positive attitude
towards the subject.
6 Students negative attitude
towards mathematics is one of the
major factors responsible for theirpoor performance in
mathematics.
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7 The teaching methods applied by
mathematics teachers influence
students interest in mathematics
8 Lack of qualified mathematics
teachers in schools causes
students negative attitude
towards mathematics
9 Students are affected if their
mathematics teacher is not
approachable
10 The insultive posture of the
mathematics teacher on astudents failure to answer
question affects the students.
11 If a mathematics teacher is harsh
to students, the students will hate
the subject
12 Turning a mathematics class into
a discussion class affects
students learning13 Inability to carry students along
by the mathematics teacher
affects the teaching of
mathematics
14 Students will have more interest
in learning mathematics if
instructional materials are
properly used
15 The encouragement of the
students by the mathematics
teacher can motivate students in
learning mathematics.
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APPENDIX III
QUESTIONNAIRE FOR SECONDARY SCHOOL STUDENTS IN
KWANDE LOCAL GOVERNMENT ARE OF BENUE STATE.
SECTION A (General Information)
Name of the Respondent.......................................................................................
Name of School....................................................................................................
Class...................... Age..................... Sex...................... Date....................
SECTTION B: You either circle of tick appropriate option where necessary
1. Do you like mathematics? (a) Yes (b) No
2. Do you like seeing mathematics teacher? (a) Yes (b) No
3. Does your mathematics teacher agree to explain something in
mathematics to you whenever you have difficulty? (a) Yes (b) No
4. Does the school award prizes to the best students in mathematics? (a) Yes
(b) No
5. Do you believe that your future education depends on mathematics? (a)
Yes (b) No
6. Do you have mathematics club in your school? (a) Yes (b) No
7. Does your mathematics teacher regularly organise mathematics quiz
completion in your school? (a) Yes (b) No
8. Do your parents provide you with enough mathematics materials like
mathematical set, ruler and mathematics textbooks? (a) Yes (b) No
9. Do you feel happy anytime you have mathematics class? (a) Yes (b)
No
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S/ Items Strongly
Agree
(SA)
Agree
(A)
Disagree
(D)
Strongly
Disagree
(S)
10 Mathematics should not be acompulsory subject
11 Our daily activities involvemathematics
12 Students are affected if theirmathematics teacher is not
appropriate
13 If a mathematics teacher is hashto students, the students will hate
the subject
14 When a mathematics teacherclassifies a student as block
headed, it makes the student to
lose hope in himself and limit his
learning
15 If a mathematics teacher is fondof not marking assignments, it
affects students learning.
16 Students will have more interestin learning mathematics if
instructional materials are
properly used
17 Students can be motivated tostudy mathematics with teaching
aids
18 The insultive approach of amathematics teacher cannot
motivate students in learningmathematics
19 Students can be motivated to studymathematics if the mathematics