AN APPRAISAL OF THE ATTITUDES OF SECONDARY SCHOOL TEACHERS TOWARDS THE TEACHING OF MATHEMATICS
This study investigate the attitude of secondary school teachers towards the teaching of Mathematics in Ikere Local Government Area of Ekiti State. The sampled population of the study was five hundred (500) secondary school teachers selected with the simple random sample technique. The questionnaire was used to elicit responses on the attitude of physical education. Five hundred (500) questionnaire were returned and the data from them were findings indicated that emphases on the teaching of the theoretical aspect of Mathematics inadequate equipment and facilities knowledge and qualification of Mathematics teachers and huge amount required in administering Mathematics programme all have significant effect on attitude of secondary school teachers towards the teaching of physical education. The researcher later recommended that there should be increase in the time allotted to Mathematics provision of adequate equipment and facilities, provision of funds as well as employment of young qualified Mathematics teachers.
TABLE OF CONTENTS
Table of Contents
Background of the Study
Purpose of the Study
Statement of the Problems
Significance of the Study
Delimitation of the Study
Limitation of the Study
Definition of Terms
METHODOLOGY AND PROCEDURE
Sample and Sampling Techniques
Validity of the Instrument
Method of Data Collection
Method of Data Analysis
ANALYSIS OF DATA AND DISCUSSION OF FINDINGS 41-51
SUMMARY, CONCLUSION AND RECOMMENDATION
Finding from the Study
Suggestion for Further Studies
BACKGROUND OF THE STUDY
There has been increased interest among theresearches to study students’ attitude towards math-ematics. Researchers conducted by different research-ers in different parts of the world found that attitudesplay an important role in academic achievement of students ( Cote and Levine 2000,Singh, Granville andDika 2002, Ahmed and Bora 2012). According to Aiken( 2000) attitudes may be defined as positive and nega-tive emotional disposition. “It is a fact that a largesection of studies about attitude towards mathematicsdo not provide a clear definition and this reveals par-tially the lack of theoretical framework thatcharacterises research on attitude towards mathemat-ics” (Ahmed and Bora 2012). Motivation is a veryvital domain of the study of attitude. A number of studies have so far revealed that children begin schoollife in primary level with positive attitude towardsmathematics and as they grow up tend to become lesspositive (Ma & Kishor, 1997).Researchers have found that teachers’ atti-tudes towards Mathematics play an important role inpreparing their teaching planes, and consequentlyinfluence their students’ attitudes and achievement (Philippou & Christou, 1998; Tschannen-Moran & Hoy,2000)
The conceptions, attitudes, and expectations of the students regarding mathematics and mathematics teaching have been considered to be very significant factor underlying their school experience and achievement (Borasi, 1990; Shoenfeld, 1985).
The general conceptions determine the way students approach mathematics tasks, in many cases leading them into nonproductive paths. Students have been found to hold a strong procedural and rule-oriented view of mathematics and to assume that mathematical questions should be quickly solvable in just a few steps, the goal just being to get “right answers”. For them, the role of the student is to receive mathematical knowledge and to be able to demonstrate so; the role of the teacher is to transmit this knowledge and to ascertain that students acquired it (Frank, 1988).
Such conceptions may prevent the students of understanding that there are alternative strategies and approaches to many mathematical problems, different ways of defining concepts, and even different constructions due to different starting points. In consequence, they may miss significant aspects of mathematical experience, including formulating their own questions, conjecturing relationships, and testing them. They may approch the tasks in the mathematical class with a very narrow frame of mind that keeps them from developing personal methods and build confidence in dealing with mathematical ideas.
Associated with these conceptions are students’ expectations of what is a mathematics classroom. If the teacher tries some innovative activities an overt or covert reaction of the students may quickly develop further inhibiting the learning process.
STATEMENT OF THE PROBLEMS
SIGNIFICANCE OF THE STUDY
The writer choose this topic purposely because of the attitude of teachers towards the teaching of Mathematics in secondary schools in Ikere Local Government Area of Ekiti State.
This research work aimed at investigating teaching of Mathematics in secondary school in Ikere Local Government Area of Ekiti State.
The findings of this research will expose and explain the nature and scope of Mathematics in secondary schools in Ikere Local Government Area of Ekiti State.
The finding of this research will helps to assess the strength and weaknesses of secondary school teachers towards the subject.
It will also assess the strength and weaknesses of secondary school teachers in Mathematics regarding the knowledge already required.
The study is designed to provide answer to the following questions.
- what are the attitude of secondary school student towards teaching of mathematics
- does teacher attitude contribute to effective learning of mathematics
- does teacher qualification has effect on teaching mathematics
DELIMITATION OF THE STUDY
This research work is delimited to Ikere Local Government Area of Ekiti State. The study is delimited to teachers in secondary schools in Ikere Local Government Area of Ekiti State.
The study is also delimited to attitudes of teachers towards teaching of matheamtics
LIMITATION OF THE STUDY
Among the limitation encountered during course of this project was lack of adequate funds, I really had financial problems throughout the process of the project.
Also there was problem of data collection, four copies of the questionnaire were not returned after series of call on respondents.
Other limitation include logistic problem, lack of enough time, there was limited time for the programme.
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