Effect Of Student Perception On Teaching And Learning Mathematics
(A Case Study Of Igboeze North Local Government Area Of Enugu State)
The perception students hold regarding the teaching and learning of mathematics significantly influences their academic performance and attitudes towards the subject. Positive perceptions, such as viewing mathematics as relevant to their lives, enjoying problem-solving challenges, and feeling supported by their teachers, can foster engagement and motivation, leading to improved learning outcomes. Conversely, negative perceptions, such as seeing mathematics as difficult or irrelevant, can result in disengagement, anxiety, and reduced effort, hindering learning progress. Teachers play a vital role in shaping students’ perceptions through their instructional methods, communication strategies, and support mechanisms. By creating a positive learning environment, providing real-world examples, and offering personalized assistance, educators can help students develop constructive attitudes towards mathematics, thereby enhancing their learning experiences and academic achievements.
Mathematics is one of the most important subjects not only in schools but in our daily lines. Virtually everyone engages in.
The application of mathematics is one way or the other. However, mathematics is seen to be a difficult subject by most students. The result of such poor perception is mass failure during examination and general lack of interest. The cross-sectional survey design was applied in the study. Questionnaire was the instrument used for the collection of data. The questionnaire was distributed to 300 students randomly selected from the five schools used as sample. The area of study in Igboeze North Local Government Area of Enugu state. The likert rank order was used for analyzing the data. The findings of the study include the poor training of teachers in mathematics, in appropriate or none use of instructional materials harsh classroom environment. The study recommended that mathematics teachers should be given up-date in the subject through training workshops, seminars and courses. These are need for students and the general public reorientation on mathematics.
Cover Page
Title Page
Dedication
Approval Page
Acknowledgement
Table of Contents
Abstract
CHAPTER ONE
Introduction
Background of the Study
Statement of the Problem
Research Question
Scope of the Study
Purpose of the Study
Significance of the Study
Definition of Terms
CHAPTER TWO
Review of Related Literature
Perception of Mathematics and Methods applied in the process of teaching
Relevance of Instructional Materials in Teaching
Mathematics
Theoretical Framework
CHAPTER THREE
Methodology
Design for the Study
Area of the Study
Population of the Study
Sampling Technique
Sample Size
Instrument for Data Collection
Administration of Instrument
Method of Data Analysis
Validation of Instrument
Reliability of Instrument
CHAPTER FOUR
Data Presentation Analysis
CHAPTER FIVE
Discussion of findings, conclusion and recommendation41
Discussion Finding
Conclusion
Recommendations
References
Questionnaire
INTRODUCTION
Background of the Study
Mathematics is said to be the queen mother of all subjects particularly the natural science. This is assumed to be so because in all spheres of human life, one may not easily avoid the use and application of mathematics. Even within the pre literate society though unwrittingly the application of mathematics in games, agriculture, domestic chores, move-merit among others could not be questioned. Odonwodo and Ezeugwu (2009) affirmed that mathematics is developed in order to enhance our ability to understand predict and possibly control the behaviour of the system being modeled.
According to them, the subject is interrelated and combined with other subjects to make the realization of the nations educational aim possible. For them, the importance attached to mathematics in the school curriculum from the primary to tertiary level affects accurately the role of the subject in over contemporary society.
In all ramification knowledge of mathematics is essential to the conduct of every day living in engineering , commerce, natural and social science. Dioglas (1995) emphasized that the progress of any nation depends upon her scientific education capable of making the citizens effectively functional in the natural and applied sciences.
In view of the fact that mathematics is quite crucial in our daily life, it becomes therefore expedient that subject becomes
part of the communication skill; just like the use of English language in the schools. To achieve this both the teacher and the learner are crucial.
Unachukwu and Ebenebe (2009) opined that the learning process, the condition of the learner and the learning process, the school environment play important role in the achievement of a learner. Teachers have important role to play if effective learning is to be felt.
Teachers as specialist are expected to have good knowledge, skill, values and attitudes suitable for age, experience and social environment of the learner.
A teacher must influence his students to ethnic logically to examines facts, to distinguish between facts and opinion and to weigh evidence rationally in drawing conclusion. On the other hand, for change to occur, the learner should be attentive, focused and eager to grap the knowledge as emitted by the teacher on instructor.
Lakatos (1996) noted that early attempt to develop a methodological foundation of mathematics attempted to vindicated it as a discipline free of error that did justice to its arrogant and secular epithets as the most perfect of all sciences. Others begun to doubt the dogmatic assumption that mathematics was actually as a prior infallible enterprise whose methodology could be perfectly delineated and whose development was amenable to being formulated through a formal and universal system.
Statement of the Problem
Mathematics, like every other field of study is built upon fundamental laws and principles (Odonhodo and Ezeugwu 2009). This post suggests that for one to learn mathematics like other subjects these are expected procedures, principle and laws governing the subject which the learner and the teacher ought to adopt.
However, Mohammed and like (2005) noted that many students say that mathematics is a difficult subject to understand.
This explains why in some schools, more students one found in the arts and social science where unknowingly they feel that they core from mathematics only to meet a course that has direct link to mathematics in their course of study.
Thurberg and Collettle (1985) described mathematics as a tool or servant of science and science without mathematics is unthinkable.
As aptly stated by Coorve and Coorve (2000) that most undergraduates concentration on the combination of subjects where mathematics is not required. For them, such students place themselves in disadvantage position where at last they face the application of mathematics in their academic research projects.
Anyam (2006) observed that in the West African School Certificate Examination, students have always recorded the highest failure in mathematics. Such mass failures have prompted so many students to change their plan. Some opt for courses that they hitherto never planned to study while others take to other endurances completely out of the school system.
Doglas (1995) observed that mathematics is already playing an important rule in the field of engineering computer, medicine and social science. Since mathematics is part of our daily life both in the school programmes and daily life both in the school programmes and daily understandings yet the expected change in behavior among the learners is yet to be achieved in most schools. It becomes the view of the researchers therefore to take critical look at the effect of student’s perception on learning mathematics with particular reference to secondary school in Igbo Eze North local government of Enugu State.
Purpose of the Study
The following formed the purpose of this study. They include.
To examine the students’ perception of mathematics.
To examine whether teaching methods apply in mathematics affect student’s perception of the subject.
To investigate the extent to which classroom environment affect student’s perception of mathematics.
To examine the extent to which the instructional materials used in teaching mathematics affect student perception of the subject.
Research Questions
In order to carryout this study the following research questions were raised.
How do the students perceive mathematics?
Do the teaching methods apply in mathematics affect student perception of the subject?
How does the classroom environment affect student’s perception of mathematics?
To what extend do the instructional materials used in teaching mathematics affect student’s perception of the student.
Scope of the Study
The Researcher examine is scope of study from the case study of Igboeze North Local Government Area of Enugu.
Significance of the Study
When completed, the study will be of immense importance in the following ways.
It will change the poor perception of some students in mathematics.
It would assist teachers in mathematics on the best approach to apply when teaching the mathematics.
It would be of value to schools on how best to apply the needed instructional materials for teaching mathematics.
It would be of important to government by educating them on the need to procure needed instructional materials for teaching mathematics.
It would be a veritable instrument to teachers on how best to handle the classroom environment especially in teaching subject like mathematics.
The study would contribute to the improvement of learning strategy among students especially in mathematics.
Definition of Terms
For the purpose of the study, the following terms have been defined within the context of their usage in the study.
Behavior: This refers the expected students conduct during lesson.
Classroom: This refers to a place where teaching and learning take place.
Classroom environment: This refers to the condition of a place of learning both in human and materials.
Instructional materials: This refers to any materials used to
Enhance teaching and learning.
Learning: This is referred to as the process of change in Behaviour as a result of teaching.
Perception: Perception refers to feeling knowledge and
idea of something.
Teacher: Someone who transfers knowledge to a
learner.
Teaching Method: This refers to the style/method applied in
the process of teaching in order to capture the learners interest.
Student: This is referred to a learner in the secondary
and tertiary institution.
Mathematics: This is referred to as the science of numbers
used as model in teaching other sciences.
Effect Of Student Perception On Teaching And Learning Mathematics:
Student perception of teaching and learning mathematics can have a significant impact on their overall educational experience and academic performance. These perceptions encompass how students feel about their math instructors, the subject matter itself, and the learning environment. Here are some key ways in which student perception can affect teaching and learning mathematics:
Motivation and Engagement: When students perceive math instruction as interesting, relevant, and engaging, they are more likely to be motivated to learn and actively participate in class. Conversely, negative perceptions can lead to disengagement and reduced motivation.
Teacher-Student Relationship: Positive student perceptions of their math teachers can enhance the teacher-student relationship. When students feel comfortable approaching their instructors with questions and concerns, it fosters a more supportive learning environment.
Self-Efficacy: Students’ perceptions of their own math abilities (self-efficacy) can significantly impact their learning outcomes. If they believe they can succeed in math, they are more likely to put in the effort required to excel. Negative perceptions of their own abilities can lead to self-doubt and decreased effort.
Anxiety and Stress: Negative perceptions of math as a difficult or anxiety-inducing subject can lead to increased stress and anxiety among students. This can hinder their ability to learn and perform well in mathematics.
Perception of Relevance: Students may question the relevance of math in their lives. Positive perceptions of the practical applications of mathematics can motivate them to learn, as they see its value beyond the classroom.
Classroom Climate: Students’ perceptions of the classroom climate and their peers can influence their learning experience. A positive and inclusive classroom environment can encourage collaboration and open discussion, which can enhance learning.
Feedback and Assessment: Students’ perceptions of how their work is assessed and the feedback they receive can impact their learning. Constructive feedback and fair assessment practices can contribute to positive perceptions of the learning process.
Use of Technology: Students’ perceptions of technology use in math instruction can also influence their learning. Positive experiences with technology, such as interactive math software, can enhance engagement and understanding.
Influence on Study Habits: Students’ perceptions of the difficulty of math can affect their study habits. Those who perceive math as challenging may allocate more time to studying and seeking help, while others may avoid math altogether.
Long-Term Attitudes: Student perceptions of math can influence their long-term attitudes and career choices. If students have positive experiences with mathematics, they may be more likely to pursue careers in STEM fields.
To improve the impact of student perception on teaching and learning mathematics, educators and institutions can:
Foster a positive and inclusive classroom environment.
Use teaching strategies that make math engaging and relevant.
Provide support and resources for students who struggle with math anxiety or self-efficacy.
Use effective feedback and assessment practices.
Highlight real-world applications of mathematics.
Encourage open communication between teachers and students.
Ultimately, understanding and addressing students’ perceptions of mathematics and teaching methods can lead to more effective math instruction and improved learning outcomes.