CHAPTER ONE

INTODUCTION

1. BACKGROUND OF THE STUDY

Mathematics is a science of magnitude and number that is very useful virtually in all subject areas. This is because all fields of studies are dependent on it for problem solving and prediction of outcomes. Competency in mathematics learning is vital to any individual and nation in domestic and business deals, scientific discoveries, technological breakthrough, problem-solving and decision making in different situations in life. Akinoso (2011) viewed mathematics as the basis for science and technology and the tool for achieving scientific and technological development. It may be in consideration of these and other vital usefulness of mathematics that Federal Government of Nigeria made it a core and compulsory subject at all the levels of 6-3-3 system of education in Nigeria as contained in the National Policy on Education (F.M.E., 2004) which still remains the rallying point for all educational objectives in Nigeria.

Achievement of the new-millennium goal on science and technology break though is centered on competency in manipulating mathematics. Mathematics is viewed as tool for achieving success in scientific and technological development of any nation. Umoinyang (1997) viewed mathematics as the springboard for technological and overall national development. Really, without mathematics there is no science, without science there is no technology and without technology there will not be all the factors of modern society (Ukeje, 1997). It may be in consideration of the vital contribution of mathematics to the national development that Nigerian government made the study of mathematics compulsory at all levels of primary and Secondary School system of education in Nigerian as indicated in the National Policy on Education (2004). Despite the importance of mathematics in societal and national development, its study in Nigerian primary and post-primary levels is bedeviled by incessant poor performance among the learners. In fact, the problems of teaching and learning mathematics in Nigerian Secondary Schools have continued to be topical and attracts the attention of mathematics educators and researchers. The persistent low achievement in mathematics, among Nigerian Secondary School Students is a clear manifestation of this problem (West African Examination Council (WAEC) Chief Examiners’ reports (2001-2006); National Examination Council (NECO) Chief Examiner’s report, 2009; Bot, 2011; Imoke and Anyagh, 2012; and Unodiaku, 2012).

Gender differences have become critical issues of concern around the world most especially to educators and researchers. Hansman, Tyson and Zahidi (2009) reported that there is no country in the world that has yet reached equality between women and men in different critical areas such as in economic participation or education. This is also evident from the reports of Okebukola (2002) in a study titled “beyond the stereotype to new trajectories in science teaching”, Longe and Adedeji (2003) in their study on increasing girls access to technical and vocational education in Nigeria, Yoloye (2004) in the study on increasing female participation in science and Ezirim (2006) in the study on “scaling up girls participation in science education: towards a score card on quality education” asserted that gender has impact on science education.

The question of gender influence on Mathematics attitude has generated a lot of concern in science Education. Research has clearly shown that this is an important factor which affects both the individual’s achievement/performance and preference for science careers (Jacobwitz, 1983). Evidence also abounds of differential performance of males and females relative to learning modes. For example, Osisioma (1995) reported that females work better in cooperative settings while makes do better work in individualistic settings. This may probably be related to their attitudinal dispositions. Therefore, attitude toward science in general and Biology in particular is linearly related to good achievement in Biology (Oluyemi, 1985). This implies that attitude towards science is very important variable in the teaching and learning of science since it may probably affect Biology achievement. The study therefore sought to explore the influence of gender on student’s attitude towards Mathematics.

1. STATEMENT OF THE PROBLEM

There has been report on gender imbalance in  Mathematics which has been found to account for the negative attitude of girls in Mathematics. Lagoke, Jegede and Oyebanji (1995) opined that some factors could be responsible for the gender imbalance and negative attitude of students towards mathematics.

Positive Mathematics attitude of students has long been recognized as a major factor in the goals of modern science programmes in schools. Attitude to mathematics has therefore been reported to correlate positively with mathematics achievement (Odumusi, 1984). Attitudes have generally been regarded as either mental readiness or implicit predispositions that exert some general and consistent influence on a fairly large class of evaluating responses. Blair, Jones and Simpson (1975) described attitude as the feeling of favourableness toward some psychological object.

It has already been established that many students find mathematics boring and frustrating (Brown, Brown, & Bibby, 2008), and attitudes toward mathematics appear to decline for many students as they progress through school (Watt, 2004). Anxiety and avoidance is a persistent and growing issue in mathematics education (Ashcraft & Moore, 2009). In addition, there appear to be gender differences in relation to attitudes to mathematics, self concept, and career aspirations (Martin, 2003; Watt, 2007). Research has a role to play in developing new understandings about these situations and investigating ways to improve the teaching and learning of mathematics in secondary school contexts.

1. AIM AND OBJECTIVES OF THE STUDY

The aim of this study is to investigate the influence of gender on students’ attitude and achievement in mathematics.

Specifically, the study seeks to

1. Examine the factors responsible for negative attitude of girls in mathematics
2. Examine the relationship between attitude to mathematics and mathematics achievement
3. Examine the gender differences in relation to attitudes to mathematics
4. Investigate ways to improve the teaching and learning of mathematics in secondary school contexts

1. RESEARCH QUESTIONS

Arising from the research objectives; the following research questions will be addressed in course of the study:

1. What are the factors responsible for negative attitude of girls in mathematics?
2. What is the relationship effect between attitude to mathematics and mathematics achievement?
3. What are the gender differences in relation to attitudes to mathematics?
4. What are ways to improve the teaching and learning of mathematics in secondary school contexts?

1. STATEMENT OF THE  HYPOTHESIS

The following hypothesis will be tested as formulated in null and alternate form below:

H0 there is no significance influence between students’ attitude and achievement in mathematics

H1 there is significance influence between students’ attitude and achievement in mathematics

1. SIGNIFICANCE OF THE STUDY

The study is on influence of gender on students’ attitude and achievement in mathematics. The study is important because it will reveal through it findings the factors responsible for negative attitude of girls in mathematics; the relationship effect between attitude to mathematics and mathematics achievement; the gender differences in relation to attitudes to mathematics; ways to improve the teaching and learning of mathematics in secondary school contexts.

1. SCOPE OF THE STUDY

This study focuses mainly on the investigation of the influence of gender on students’ attitude and achievement in mathematics, specifically; the interest of the study will be restricted to the Enugu students. Thus, the investigation of the study will be on secondary students in Enugu North Local Government.

1. LIMITATION OF THE STUDY

TIME CONSTRAINTS: One the challenges experienced by the researcher is the issue of time; the research will simultaneously engage in departmental activities like seminars and attendance to lectures. But the researcher was able to meet up with the deadline for the submission of the project.

FINANCIAL CONSTRAINTS: Every research work needs funding; however lack of adequate funds might affect the speed of the researcher in getting materials for completion of the project.

1.9 DEFINITION OF TERMS

Gender inequalities: Attitudes that show a difference in expectations of boys and girls experience.

Attitudes: Opinion or way of thinking. Generalized feelings towards a particular object, subject or situation. A perception that one forms towards an event object or subject. It can either be favourable, neutral or unfavourable towards the event, object or subject.

Achievement: Reach or attain a certain level, especially by effort. Specifically, it is the level of academic performance in a given examination.

Influence: The capacity to have an effect on the character, development, or behaviour of someone or something, or the effect itself.

Mathematics: The group of sciences (including arithmetic, geometry, algebra, calculus, etc.) dealing with quantities, magnitudes, and forms, and their relationships, attributes, etc., by the use of numbers and symbols.