PERCEPTION OF STUDENTS ON THE CAUSES AND EFFECTS OF MATHEMATICS ANXIETY AMONG STUDENTS OF TERTIARY INSTITUTIONS IN NIGERIA

PERCEPTION OF STUDENTS ON THE CAUSES AND EFFECTS OF MATHEMATICS ANXIETY AMONG STUDENTS OF TERTIARY INSTITUTIONS IN NIGERIA

| Format: Ms Word | 1-5 Chapters | Table of Content|

 INSTANT PROJECT MATERIAL DOWNLOAD

Study Level: BTech, BSc, BEng, BA, HND, ND or NCE

Amount: ₦3,000.00

Account Details

 

Abstract

This study is on perception of students on the causes and effects of mathematics anxiety among students of tertiary institution in Nigeria: a case study of UAM. The total population for the study is 200 staff of UAM, Benue state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study.

A total of 133 respondents made are heads of the departments, lecturers, senior lecturers and graduate assistants were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

 

TABLE OF CONTENT

CHAPETR ONE

1.0   INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

 

 CHAPTER ONE

INTRODUCTION

1. Background of the study

Mathematics is one of the most important subjects in University admission criteria. Thus it is made compulsory for all students to offer at the JAMB examinations before they can be admitted into any higher institution of learning in Nigeria. This is because Nigeria as a nation solely depends upon mathematics as one of the most important subjects that could help the nation meet her objective for science and technological advancement (Jegede, 2002). It is a fact that students have a very low interest in mathematics. Students hate or dislike mathematics. Even at secondary schools level in Nigeria students do not attend mathematics lessons (Fatola, 2005). Those who attend the mathematics lessons do not pay attention to the teacher. Most of the students do not practice mathematics on their own neither do they solve mathematics problems on their own.According to Amazigo (2000), when the option is available, many students would prefer not to have anything to do with learning mathematics. This attitude has led them, among other things, to achieve poorly in mathematics examinations both internal and external. On the other hand, the recent paucity and anxiety of undergraduates in mathematics and mathematics education in Universities, Colleges of Education and Polytechnics suggests that mathematics is no longer popular among students particularly at the higher institution level. There is no doubt that the poor achievement in the subject enhances students’ hatred for the subject. This hatred is rooted in the fact that there is a general tendency for students to fear mathematics whenever it is mentioned (Amazigo, 2000). Anxiety refers to a feeling of distress or alarm caused by danger or pain that is about to happen (Tobias, 1993). In intensity it varies from a mild sense of apprehension to paralyzing terror. In anxiety there is always the desire to shrink, to get away or retreat from the exciting cause. The stimuli for anxiety are many and varied. In early infancy any sudden or intense stimuli like loud and sudden noise, unexpected jerk, and flash of bright light or loss of support may cause anxiety though there are large individual differences. Any sudden change in the environment, which the individual regards as threatening and for which he is unprepared, produces anxiety. When the threatening situation is removed or controlled, and the danger real or imaginary has passed, anxiety disappears. Also, as activities or experiences expand or interests and abilities grow, the number and kinds of anxiety increase. But as the power of adjustment through experience increases many of childish anxiety disappear. Some anxieties are as a result of conditioning effect. They will have to be reconditioned by attaching pleasant circumstances and experiences with situations and objects, which causes the anxiety. Praise or rewards attached to or associated with fearful tasks or situations will help to reduce anxiety. There are some anxiety where the best thing to do is to act as the anxiety suggests, that is, get away. This would be true in the case of a poisonous snake, and mad dog. However, with other anxieties we need to face it, we must have courage. Example of such is mathematics anxiety. The phenomenon of mathematics anxiety is variously referred to as Mathemaphobia or Mathematics pathological fear in mathematics (Stephen, 2007). Pathological mathematics anxiety therefore means a behaviour disorder in which an individual becomes progressively unable to resist the impulse to fear mathematics. It is an abnormal and persistent dread of mathematics; sufferers usually experience undue anxiety even though they may rationally realize that mathematics does not pose a threat commensurate with their anxiety (Amazigo, 2000). Stephen (2007), describes mathematics anxiety as an academic disease whose virus has not yet been diagnosed for an effective treatment in the class, though the symptoms of this anxiety are always expressed on the faces of the learners in mathematics classes. This disease (otherwise known as pathological fear), is communicable as it is usually distributed to sciences that are mathematics related.

 1.2 STATEMENT OF THE PROBLEM

It is widely known in Nigeria that larger number of students tends to choose non mathematics related courses while seeking admission to higher institutions. The number of students offering non mathematics related courses in higher institution is more than ten times the number offering mathematics related courses. This can be related to mathematics anxiety. Students perceives mathematics as a very difficult subject which is difficult to understand, hence they spent little time, interest and concentration on it. However, the researcher is examining the perception of students on the causes and effects of mathematics anxiety among students of tertiary institutions.

1.3 OBJECTIVE OF THE STUDY

The following are the objectives of this study:

1. To examine the perception of students on the causes of mathematics anxiety among students of tertiary institutions.
2. To examine the perception of students on the effects of mathematics anxiety among students of tertiary institutions.
3. To identify the solution to the problem of mathematics anxiety among students of tertiary institutions.

1.4 RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher; 

H₀:   there is no perception of students on the causes of mathematics anxiety among students of tertiary institutions

H₁:  there is perception of students on the causes of mathematics anxiety among students of tertiary institutions

H₀²: there is no perception of students on the effects of mathematics anxiety among students of tertiary institutions.

H₂: there is perception of students on the effects of mathematics anxiety among students of tertiary institutions.

1.5 SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

1. The outcome of this study will educate the students of higher institutions and the general public on the perception of students on the causes and effects of mathematics anxiety among students of tertiary institutions.
2. This research will be a contribution to the body of literature in the area of the effect of personality trait on student’s academic performance, thereby constituting the empirical literature for future research in the subject area.

1.6 SCOPE AND LIMITATION OF THE STUDY

This study will cover the perception of students on the causes and effects of mathematics anxiety among students of tertiary institutions. The researcher encounters some constrain which limited the scope of the study;

 a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study     

b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities  

 1.7 DEFINITION OF TERMS

PERCEPTION: Perception is the organization, identification, and interpretation of sensory information in order to represent and understand the presented information, or the environment

MATHEMATICS: Numeracy pre-dated writing and numeral systems have been many and diverse, with the first known written numerals created by Egyptians in Middle Kingdom texts such as the Rhind Mathematical Papyrus. Between 600 and 300 BC the Ancient Greeks began a systematic study of mathematics in its own right with Greek mathematics.

ANXIETY: Anxiety is a general term for several disorders that cause nervousness, fear, apprehension, and worrying. These disorders affect how we feel and behave and can cause physical symptoms.

TERTIARY INSTITUTION: Tertiary education, also referred to as third stage, third level, and postsecondary education, is the educational level following the completion of a school providing a secondary education. The World Bank, for example, defines tertiary education as including universities as well as trade schools and colleges.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

USE THIS MATERIALS AS A GUIDE FOR YOUR PERSONAL RESEARCH WORK (IF PROPERLY CITED)

PAY ₦3,000 HERE TO DOWNLOAD MATERIALS 

Account Number: 0709546102

Access Bank: Savings                
Account Name: Emmanuel Idorenyin Samuel.