CHAPTER
ONE
1.1
Background of the Study
Mathematics
is an old broad and deep discipline. Mathematics as a formal area of teaching
and learning was developed about five thousand years ago by the Sumerians. They
did it at the same time as they developed reading and writing. However, the
root of Mathematics goes back much more than 5,000 years. Mathematics is said
to be queen of science, Adekoya Olusegun (2009) quoting Adekoya, reveals that
mathematics is the cream of all disciplines, whether in the social or human
mind, since it concerns honorably with idea, prove and reasoning.
Mathematics
is used throughout the world as essential tools in many fields, including
natural science, engineering, medicine and the social sciences. Mathematics is
the science of size and number of which Arithmetic, Algorithm, Trigonometric
and Geometric are branches. It is an age-long subject and forms the backbone of
any school curriculum. The reason for teaching any subject is to have value and
objective for which it is planned, that can afford to omit mathematics.
History
of Mathematics
The
study of Mathematics as a subject in the own right began in the 6th
century BC with the Pythagoreans, who coined the term mathematics from the
ancient Greek (“mathema”) meaning subject of instruction. Greek mathematics
greatly refined the methods (especially through the introduction of deductive
reasoning and mathematics proofs) and expanded the subject matter of
mathematics. Chinese mathematics made early contributions including a place
value system. The Hindu-Arabic numeral system and the rules for the use of its
operation, in use throughout the world today; likely evolved over the course of
the first millennium A.D in India and was transmitted to the west via Islamic
Mathematics. Islamic mathematics was in turn developed and expanded the
mathematics known to civilization. Many Greek and Arabic texts on mathematics
were then translated into lactic which led to further development of mathematics
in Medieval Europe.
From
ancient times through the Middle Ages, burst of mathematics creativity were
often followed by centuries of stagnation. Beginning in renaissance Italy in
the 16th century, new mathematics developments, interacting with new
scientific discoveries, were made at an increasing pace that continues through
the present day (Selin Helaine D. Ainbriosio, Liberation 2009).
Mathematics
is a way of describing relationship between number and other measurable
qualities. Mathematics can express simple particles and the farthest object in
the known universe. Mathematics allows scientist to communicate ideas using
universe accepted terminology. It is truly the language of science.
Until
the 17th century, arithmetic, algebra and geometric were the only
mathematics disciplines, and mathematics was virtually indisguishable from
science and philosophy. Development by the ancient Greek, these systems for
investigating the world were preserved by Islamic scholar and passed on by Christian’s
monks during the middle ages. Mathematics finally became a field in a own right
with the development of calculus by English Mathematician Isaac Newton and
German philosopher and mathematician Augustin Louis Cauch and his
contemporaries. Until the late 19th century, however mathematics was
used mainly by physicists, chemist and engineers (Encarta 2009).
Mathematics
forms an important and unique part of knowledge as a whole; we might describe
it as part of our cultural heritage dating from early times when there was
often little practical use for what was studied and continuing to its present
position on the basis on which our scientific and technical knowledge has been
built.
Despite
the uniqueness and important of the subject, many student still fail the subject.
“The differential scholastic achievement of students in Nigeria has been and is
still a source of concern and research interest to educators, government and
parents. This is so because of the great importance that education has on the
national development of the country” (Asikhia O.A, 2010). Parents, Teacher and
the government are of the opinion that the huge investment on education is not
yielding the desired result. Students perform poorly at both internal and
external examinations.
Asikhia
(2010) quoting Aremu define poor academic performance as a performance that is
adjudged by the examinee/testee and some other significance as falling below an
expected standard. Poor academic performance has been observed in school
subjects especially Mathematics and English among secondary school students.
Students
in Tertiary institution have different perceptions about why they perform
poorly in mathematics. One of such reason is the lecture’s method of teaching.
The means or strategies employed by the lecturer’s to impact knowledge to the
students are very important. Many lecturers do not really care whether the
students understand what is being taught or not. All they are interested in is
getting through with the course outline on time. Since he is not interested on
whether the students understand the concept, the student may end up not
assimilating which will eventually lead to failure (Akinade E. T 2009).
The
inability of student to thoroughly revise their notes and books after lessons
has constituted to the glaring failure in mathematics at all levels of
education. The conditions and situation on campuses make it difficult for many
students to remember that the revision of specific lessons taught in the class
is necessary for a better understanding of the content of instruction. No
sincere student will deny the fact that various distractions on campuses are
responsible for diversion of attention of many students toward the activities
which do not lend help to improvement in discipline such as mathematics. The result
is lack of preparation and its attendant tension towards attempting questions
especially in examination halls. This lack of preparation is depicted in what
Chukwu George (2008) in a project termed lack of readiness according to Uche
Azikwe that, “Good reading (studying) calls for a strong interest in and a
purpose for reading.”
Students
are aware of the fact that they fail in examination due to late preparation.
This scenario is very much applicable to first year students who are easily
carried away by personal freedom offered in tertiary institutions and tend to
forget that their primary purpose is to pay attention to their studies.
Unnecessary visits, telephone browsing, pinging, live chats on internet and
social gathering on special occasions are some of the numerous activities which
keep students busy while they neglect their studies. Studying becomes tiresome
at the end of such activities and when they eventually get to their hostels,
they quickly doze off. As examination approaches, these sets of students
realize that they have not studied their books and subsequently embark on studies
when it is almost late. Consequence, they fail woefully due to late
preparation. Kwaku Sakyi- Danso (2008) summed it up with the following words.
“But
I would say modernization is also compounding this problem. Instead of reading,
the youth want to be jamming out there”.
According
to Babatunde Olaosebikan (2008), “Africa used to have good reading culture
until the advent of home video which has taken over reading.” The advent of
internet and its corresponding social networks have very much compounded the
problem under study. Rufai (2005) stated “most students read when on the
internet.” This sad situation has made it difficult for some students to read
their textbooks instead of sitting in front of system surfing the net if
invested in reading or studying of books could go a long way in determining the
performance of students in mathematics.
Third
world countries are rated backward, poor and under developed and it is obvious
in Nigeria that the standard of living of many homes is low and pathetic. In a
survey conducted by the BBC on Africa, Alagbo M (2005) argued that “parents
struggle to pay their children school fees. Make provisions but in the area of
materials they find it difficult if not totally impossible.” And if parents go
through this stress, how much more the students themselves? Most students in
tertiary institutions find it difficult to feed adequately, let alone have
enough to provide for themselves with relevant books for a more intensive study
of their area of discipline. It is true that a student should be able to do
considerably well in his field of study but looking at the exorbitant cost of
many mathematics textbooks, who would blame the students? The students in this
situation cannot help encountering problems in term of academic performance in
their relevant fields.
The
scenario is best described in the words of Kapinga Ntumba (2008):
“Don’t we say an empty stomach has
no ears? Is it really possible to concentrate on reading when my stomach is still
requesting for something to fill it? In Africa we first have to overcome the
problem of hunger before we can concentrate on other things. This has nothing
to do with culture, but we do prioritize, and food comes first.”
Asikhia
O. A (2010) noted that there is consistent failure of the subject at secondary
school level. Many students have lost so much interest in the subject. They
believe they can never perform well in the subject. Hence many students seemed
not to be interested in the subject. How can you perform well in a subject you
are interested in? Loss of interest in a subject will prevent the students from
understanding what is being taught which will eventually leads to failure.
Adebanjo
B. A. (2009) quoted Eggen and Kauchack that teacher positive characteristics
are fundamentals to effective teaching. Teachers or lecturers should understand
that cordial relationship with students influences their level of performance
in the course of study. When the lecturers, and makes the lecturers
approachable. Various scholars such as Thomas G in Teacher Effective Training
(TET) model have written on ways by which the teacher can improve and establish
positive relationship with students.
In
conclusion, the perception of students on the causes of poor academic
performance is all-embracing. It cuts across the attitude of stakeholders in
education. In as much as various factors have been attributed to lecturers and
the school environment, yet students who offer Mathematics Poor academic
performance in mathematics, as discussed above, is a combination of many
factors such as teacher’s method of teaching, lack of revision, late
preparation, inadequate facilities, advent of internet, low standard of living,
loss of interest as a result of the level of difficulty and repeated failures.
1.2 Statement of the Problem
1. The
inability of student to revise their notebooks after lecture hours goes a long
way to affect their performance in mathematics.
2. Reading
for examination purposes alone contributes to low performance of students in
the field of Mathematics.
3. Influence
of internet as distraction is a major factor on low performance of students in mathematics.
4. Attitude
and methodology of lecturers are key factors of poor performance in mathematics.
5. Poor
and inadequate educational facilities are determining factors of performance in
mathematics.
1.3Purpose of the Study
The
research work is based on investigating and discovering the factors responsible
for the poor performance in mathematics from the perception of students in
Tertiary Institutions.
1.4Research Questions
1. Does
the inability of students revise their notes after lecture hours lead to
mathematics anxiety among students?
2. Is
reading for examination purposes alone a contributing factor to mathematics
anxiety among students?
3. Are
the internet and social networks major factors of poor academic performance in mathematics?
4. Do
teacher attitude and methodology exert an influence on the performance of
students in mathematics?
5. Are
students using the available educational facilities to the optimum?
1.5 Research
Hypotheses
1. Is
there any significant difference between the lecturer’s method of teaching and
the student’s assimilation?
2. Do
the lecturer’s attitude and methodology affect the performance of the student’s
in mathematics?
3. Does
reading for examination purposes only have any significant effect on mathematics
anxiety among students?
4. Is
there any relationship between available educational facilities and academic
performance of student in mathematics?
1.6 Significance of the Study
The
result of the findings will be beneficial to students as It will reveal the
underlying causes of poor performance in mathematics from the point of view of
concerned students.
It
will also be of great benefit to all lecturers and administrators of tertiary
institutions as it will provide current opinions held by students on reasons
for their poor performance in mathematics. The information will guide in
re-organizing and restricting the methods and behavioral positions in teaching mathematics.
Government
at all levels will be encouraged to make favorable educational policies in term
of the provision of educational and academic facilities and adequate training
of mathematics teacher.
1.7 Scope of the Study
This
research project centers on students perception of the cause of poor academic
performance in mathematics taking TAI-SOLARIN UNIVERSITY OF EDUCAION (TASUED)
as a major case study but opinion could be gathered from other tertiary
institutions around Ogun state.
1.8 Limitation of the Study
The
case study of Tai-Solarin University of Education (TASUED) is centered on
students’ perception of poor academic performance in mathematics targeted at
200 students at all levels from major department of TASUED. The departments
under consideration are: Computer science, Agricultural science, Information
and Computer Technology, Mathematics, Physics, Biology, Chemistry, Industrial
Chemistry, Petrochemical sciences, Health Education, Hotel and Human Management,
Secretariat Administration. Four questionnaire each for each level will be
administered to each of the department, excluding Health Education, Hotel and
Human management and Secretariat Administration which will be administered 8
questionnaires for each level. The major reason for the difference in the
questionnaire is because many students do not perform well in mathematics from
the department of Health Education, Hotel and Human management and Secretariat
studies.
1.9 Definition of Terms
Assessment:
A system of giving a student a final mark/grade based on work done during a
course of study rather than on one examination.
Attitude:
The way that you think and fell about somebody or something.
Discipline:
An area of knowledge, a subject that people study or are taught especially in a
university.
Elementary:
The first stage of a course of study.
Facilities:
One of several things that cause or influence something.
Internet:
An international computer network connecting other network and computer from
companies, universities, etc
Perception:
How well or badly you do something.
Positive:
Completely sure that something is correct or true.
Student:
A person studying at a university or college.
Tertiary:
A higher school that provide education for people.