CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION
Student performance in mathematics is closely associated with the scientific and
technological innovations worldwide. The purpose of this study was to determine the
factors that affect student performance in mathematics in secondary schools
The specific objectives of this study were: To describe the respondents selected
personal and academic characteristics, to determine whether student and teacher
attitudes towards the teaching and learning mathematics is related to student
performance in mathematics, to determine whether the professional development of
teachers is related to student performance in mathematics, to determine whether the
teaching and learning methods are related to student performance in mathematics, to
assess the impact of the availability of mathematics teaching and learning materials on
the student performance in mathematics and to determine whether the learning
environment is related to student performance in mathematics.
A pilot test was carried out followed by the main study. Data was collected from 32 head
teachers, 64 mathematics teachers and 128 students. The subjects in the study were
selected through purposive and simple random sampling methods. Data analysis was
by use of Statistical Packages for Social Sciences version 12.0. Spearman's rank
correlation coefficient, Chi- square and frequencies and cross tabulation were used. The
findings of this study show that most of the head teachers and mathematics teachers
had a negative attitude towards teaching mathematics while students had a positive
attitude.
The professional development of mathematics teachers was not given emphasis and
most schools lacked mathematics the teaching and learning materials and mathematics
teachers attached little emphasis on their use. The learning environment was poor in
terms of facilitating student performance in mathematics. Recommendations derived
from the study were; mathematics teachers' attitudes should be improved through a
defined career path, Universities and colleges which train the graduates should develop
a follow up programme, to aid in assessing their performance, the development,
promotion and appointment of mathematics teachers and head teachers should be
gender sensitive and the district Education Officers should organize regular workshops,
seminars and conferences for mathematics teachers.
Mathematics often brings up negative feelings for students who struggle due to past
math difficulties. According to Ohio State University mathematics professor Samuel
Alexander, the use of the word “problem,” rather than “practice” or “exercise,” makes
completing math work seem like a chore rather than a challenge. Changing the way
you or your child thinks about math can go a long way to helping you feel smarter
when faced with math challenges.
The present study sought to find out the relationship of selected variables believed to
have significant bearing on the mathematics performance of pupils. The framework of
the study focuses on mastery of basic skills and attitude towards mathematics as pupil
factors and the parents' involvement in their children's learning activities as parent factor
that may affect the problem solving skills of the pupils.
The researcher wanted to study the factors affecting the mathematical interest. The
researcher wanted to know the different student that are having enjoyment in solving
math, and the student having difficulties in solving. I chose this matter because I would
like to know how much math affects their interest. How they are fond in solving
mathematical problems. How puzzled they are to make a formula. How challenging it is
for them to check the measurements. Like any other math enthusiast I would like these
questions to be answered for me to be able to know if we do have the same feeling of
achievement once we do math. Lastly what they feel when they do math.
B. Statement of the Problem

C. Significance of the Study

D. Scope and Delimitation

E. Definition of Terms

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