Factors Responsible for Mathematics Phobia Among Secondary School Students in Obio/Akpor Local Government Area in Rivers State, Nigeria
Chapter One
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
CHAPTER TWO
LITERATURE REVIEW
Introduction
Relevant research started in the 1970s, with Richardson and Suinn (1972, as cited in Preston, 2008, p. 230) as the first to define it as “feelings 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”. Since then, others have continued their efforts driven by research evidence that not only does mathematics anxiety inhibit one’s ability to perform mathematically (Preston, 2008) but it is highly probable to have originated from classroom experiences too (Newstead, 1998).
Effects of Mathematics Anxiety on Mathematics Performance
Mathematics anxiety has been continually found to correlate negatively with students’ mathematics performance, with correlations ranging from -.11 to -.36 (Ho et al., 2000). Hembree (1990) analysed 151 relevant studies and reported an average correlation of -.34 for school students whereas Ma (1999)’s meta-analysis of 26 studies revealed a correlation of -.27. Similar results were also reported in Asia, like in China, Taiwan, and Singapore. Chiu and Henry (1990) conducted a study with 562 children from grade 4 to grade 8 and found the correlation between anxiety and performance to be significant and negative. Interestingly, although three rating scales were used, only one was given to the entire sample. Moreover, it was odd that semester grades were not collected from all the students. In 1987, Foong carried out an exploratory study with 206 secondary four express female students from a single Singapore school. She reported that both mathematics anxiety and test anxiety correlated negatively with mathematics achievement but the relationship between mathematics anxiety and test anxiety were positive and moderately strong. However, her research was conducted more than two decades ago and the instruments were all self-reported Likert-scaled questionnaires that were unable to locate students’ sources of anxiety. Hence there exist this pertinent need to assess the mathematics anxiety level in students and its association with mathematical performance
Causes of Mathematics Anxiety
The most frequently cited cause is the teacher, identified by Foong (1987) as the main source of students’ tension. Highly-tensed students dread presenting solutions in front of their classmates, viewing such situations as threatening (Ashcraft, 2002). Teachers who complained of insufficient instructional time might resort to preparing their students for assessment rather than for understanding. This creates more tension when students encounter unconventional problems or when the mathematics becomes more advanced. Researchers also claimed that anxious teachers spend lesser time teaching mathematics and are more likely to pass their phobia to their students (Hembree, 1990; Ma, 1999). Like teachers, parents could also pass their dread of mathematics to their children (Hembree, 1990). Parents who are overly-concerned about results end up pressurizing their children, more so in Asian countries. Then there exists this myth that mathematical ability is inborn or hereditary (Godbey, 1997). Others believed that females are weaker in mathematics even though researchers (Hembree, 1990; Ho et al., 2000) have found that though females tend to be more anxious, they are not necessarily weaker in mathematics. Studies on the impact of teaching methods have been inconclusive. Norwood (1994, as cited in Preston, 2008) argued that traditional methods intensified students’ anxieties though he found that college students who were weak in mathematics were more at ease with lecture-based teaching. Newstead (1998) claimed that students were more nervous working in groups and Preston added that as most teachers were recipients of direct instruction, they might not enjoy teaching in the constructivist way.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Factors responsible for mathematics phobia among secondary school students. Selected secondary schools in Obio Akpor Local Government area in Rivers State, Nigeria form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Factors responsible for mathematics phobia among secondary school students in Obio Akpor Local Government area in Rivers State, Nigeria. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of Factors responsible for mathematics phobia among secondary school students
Summary
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).
Conclusion
This study concluded that there was a high prevalence of Mathematics anxiety which leads to mathemaphobic experiences among senior secondary school students and that the non-mathemaphobic students had a higher performance in Mathematics than those who are mathemaphobic. It was also concluded based on the findings that the male mathemaphobic students outperformed their female counterpart in Mathematics, though without any statistical significant difference.
Recommendation
Mathematics teachers should endeavor to diagnose students’ state of phobia in Mathematics.
Mathematics teachers should also employ innovative instructional strategies which are capable of catering for the needs of the mathemaphobic students.
Guidance and counselling of students by Mathematics teachers with regards to tips on trampling on the anxiety which students have in Mathematics should be a continuous process during in-class and after-class instruction
References
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