Assesment of The Effect of Positive Reinforcement On Mathematics Anxiety Among Primary School Pupils In Edu Local Government Area, Kwara State, Nigeria.
ABSTRACT
This study assessed the effect of Positive Reinforcement on Mathematics Anxiety among Primary School Pupils in Edu Local Government Area of Kwara State.
Two Counselling Techniques of Token Economy and Praise were used to address the problem of Mathematics Anxiety among Primary School Pupils in Edu Local Government Area of Kwara State .
The study employed quasi-experiment involving pre-test and posttest research design. Six research questions with corresponding null hypotheses guided the study.
The population of the study stood at 3,446 primary school pupils. Purposive sampling technique was used to draw 40 pupils from two primary schools.
An instrument tagged Primary School Mathematics Anxiety Rating Scale (PSMARS) developed by Richard was adapted and used for the study.
The study lasted for twelve (12) weeks in which 10 moderate mathematics anxiety subjects and 10 high mathematics anxiety subjects were treated using token economy and 10 moderate mathematics anxiety subjects and 10 high mathematics anxiety subjects were treated using praise technique.
Data collected was analyzed using descriptive statistics of mean and standard deviation to answer the research questions; t-test was used for testing hypotheses.
TABLE OF CONTENTS
Cover Page i
Title Page ii
Declaration iii
Certification iv
Dedication v
Acknowledgements vi
Abstract ix
Table of Contents x
List of Tables xiii
List of Figures xv
List of Appendices xvi
Abbreviations xvii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 6
1.3 Objectives of the Study 8
1.4 Research Questions 8
1.5Hypotheses 9
1.6 Basic Assumptions 10
1.7 Significance of the Study 11
1.8 Scope and Delimitation 12
1.9 Operational Definition of Terms 13
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction 14
2.2 Conceptual Framework 14
2.2.1 Concept of Anxiety 15
2.2.2 Level of Anxiety 15
2.2.3 Concept of Anxiety for Mathematics 17
2.2.4 Causes of Mathematics Anxiety 19
2.2.5 Effect of Anxiety on Learning and Behaviour 26
2.2.6 Concept of Reinforcement 27
2.2.7 Types of Reinforcement 29
2.2.8 Reinforcement Techniques 31
2.2.9 Effect of Positive Reinforcement Techniques 40
2.2.10 Effect of token Economy in the Classroom 45
2.2.11 Uses of Token Economy 46
2.2.12 Uses of Praise 48
2.2.13 Effect of Praise 49
2.2.14 Suggested Solution to Mathematics Anxiety in other Literatures 49
2.3Theoretical Framework 52
2.3.1 Operant Conditioning Theory 52
2.3.2 Psychoanalytic Theory 54
2.4 Empirical Studies 58
2.5Summary 67
CHAPTER THREE: METHODOLOGY
3.1 Introduction 69
3.2 Research Design 69
3.3 Population of the Study 70
3.4 Sample and Sampling Technique 71
3.5 Control of Intervening Variables 72
3.6 Instrumentation 74
3.7 Procedure for Data Collection 76
3.8 Procedure for Intervention 77
3.9 Procedure for Data Analysis 79
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Introduction 80
4.2 Data Presentation 80
4.3 Answering Research Questions 81
4.4 Test of Hypotheses 94
4.5 Summary of Findings 99
4.6 Discussion of Findings 100
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction 104
5.2 Summary 104
5.3 Conclusion 105
5.4 Recommendations 105
5.5 Suggestions for Further Studies 106
5.6 Implication for Guidance and Counselling 106
5.7 Limitations of the Study 107
References 108
Appendices 119
INTRODUCTION
Background to the Study
People generally are believed to exhibit some level of anxiety when they are faced with situations that could challenge or put them in reactions.
The level of anxiety among the learners may be healthy at their early years in the school until they begin to realize that they are getting close to task which may pose and rise their anxiety level.
At such times, learners could work harder yet, make little or no impact on their academic performance. It has been observed by Bamikole (2006) that anxiety is acommon phenomenon in schools that hinders learners‟ academic performance.
REFERENCES
Abdullahi M. A. (2011). Causes and suggested solutions to mathematics phobia as expressed by Secondary School students in Lapan LGA. A project submitted to the Department of Education and Counseling Psychology IBB University, Lapai Niger State
Aghenta, J.O. (1989). Access by Women to Scientific Studies and Technology Training. In:report of the National workshop on promoting Science, Technology and Mathematicsamong Girls and Women in Nigeria. Pp 37-39. Ikoyi-Lagos, federal Press.
Ahmed S.A (2002). Accommodation in measure of the impact school Counsellors have on student‟s achievement. Professional School Counselling, (6) 3 14-22.
Alao, K. A. & Adeleke, M. A. (2000). A student of the preference and factors influencing phobia for Mathematics among Nigeria secondary school students, Ife Journal of Psychology, 2(1), 9-18. Retrieved July 12, 2009 fromht[p://‟Awwuscagdu/essavs/vo1212Q07/ adeleke.pdf
Alexander, L. & Cobb, R. (1989). Identification of the dimensions and predictors of Mathematics Anxiety among college students. Journal of Human Behaviuor and Learning, 4, 25-30.
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