In this chapter, the data collected from field are analyzed. Each research question was tested with a number of items drawn from the questionnaire with respect to three questions that guided the study weighed under the scale: SA=4, A =3, D =2 SD= 1. The means (x) was used in answering the four research questions posed in chapter one of this research project
4.1 RESEARCH QUESTION 1
1. What are the causes of phobia in mathematics among the students of secondary school in Abakaliki Local Government Area?
TABLE 1
Responses on the cause of phobia in mathematics
|
SA |
A |
D |
SD |
N |
X |
X |
||
|
1 |
Lack of trained teachers in mathematics is responsible for phobia in mathematics |
82 328 |
23 96 |
8 16 |
7 7 |
120 420 |
420 120 |
3.5 |
|
2 |
Nigerian students generally lack reading and practice culture |
66 264 |
35 105 |
09 18 |
10 10 |
120 397 |
397 120 |
3.3 |
|
3 |
Majority of the students have impression that mathematics is hard |
38 152 |
43 129 |
12 24 |
27 27 |
120 332 |
332 120 |
2.8 |
|
4 |
The phobia in mathematics is as a result of long time poor performance of the subject in both WAEC & NECO exams which has given the impression that Mathematics is hard to learn |
57 228 |
39 117 |
07 14 |
17 17 |
120 376 |
376 120 |
3.1 |
|
5 |
The job opportunities in mathematics are limited to teaching only |
28 112 |
25 75 |
37 74 |
30 30 |
120 288 |
288 120 |
2.4 |
|
6 |
The proper and effective teaching methods are not employed in teaching mathematics |
74 296 |
39 117 |
15 10 |
02 02 |
120 |
420 120 |
3.5 |
|
7 |
There are poor / inadequate instrumtional materials in teaching and learning of mathematics in Nigeria |
33 142 |
53 159 |
20 40 |
14 14 |
120 348 |
348 120 |
2.9 |
|
8 |
The poor personalities of mathematics teachers influence students interest negatively towards mathematics |
49 196 |
35 105 |
20 40 |
15 15 |
120 |
348 120 |
2.9 |
RESEARCH QUESTIONS 2
2. What effects do you think phobia in mathematics has on the general performance of the student both internal and external examination.
|
9 |
33 142 |
53 159 |
20 40 |
14 14 |
120 348 |
348 120 |
2.9 |
|
|
10 |
49 196 |
35 105 |
20 40 |
15 15 |
120 |
348 120 |
2.9 |
RESEARCH QUESTION 3
3. What impact has phobia in mathematics on the national development?
|
11 |
33 142 |
53 159 |
20 40 |
14 14 |
120 348 |
348 120 |
2.9 |
|
|
12 |
49 196 |
35 105 |
20 40 |
15 15 |
120 |
348 120 |
2.9 |
|
|
13 |
||||||||
|
14 |
The result of the data in tale 1 above shows that the various causes suggested as responsible for phobia in mathematics are true except item (5) that has a mean of (2.4) which indicates that lack of job opportunities in mathematics can not lead to phobia in mathematics in other words, there are job opportunities in mathematics, the rest of the items in the table has a means value that is greater than 2.5 suggesting that actually, those items are responsible for phobia in mathematics among the secondary school student.
From table 2 above,
From table 3, above, all the respondents accepted that phobia in mathematics has a great impact on the national development, backwardness in science and technology, shaky mathematical background for further studies in mathematics thereby inhabits many student from specializing in mathematics. Year by year, many students miss admission into tertiary institution due to deficiency of mathematics in their results and the students choice of course of study all owe its origin from phobia in mathematics.
4.3 FINDINGS OF THE STUDY
Based on the results of the data presented and analyzed from the study, the following findings were made
Ø Phobia in mathematics are caused by lack of trained mathematics teachers , the decline in the students reading cultures, poor mentality of the students towards mathematics, lack of proper/effective teaching methods, poor and inadequate instrumental materials and poor personality of mathematics teacher among other.
Ø The effects resulting from the phobia in mathematics are general low and poor performance of students in both internal and external examinations and massive cheating in public examination
Ø Backwardness in science and technology, lack of manpower in mathematics are among the impacts of phobia in mathematic in the national development in Nigerian
4.4 DISCUSSION OF THE RESULTS
The importance of education to the national development cannot be overemphasized that is why government at all levels invest heavily to ensure quantity education for its citizens, it is therefore imperative that all the factors that encumber full accomplishment of this objectives should be thought with aggression deserve. In other hand mathematics education in particular occupies of central stage in sciences and technologies making a break through in sickness or technologies is making breakthrough in mathematics, little wonder why, when the Russian launched the sputnik, the first earth satellite in space in November 1957, Americans were bothered, contemplate on the superiority in engineering over other nations, suitability of their mathematics curricula, this brought about reformation of mathematics curricula contents. It is in view of the above that this research work sought how to tackle the problem of mathematics education from table 1, the mean value of 3.5 shows that lack of trained mathematics teachers is one of the major causes of phobia in mathematics. Nigeria today, recruitment of teachers is no belong based on qualifications and area of needs, rather, it is based on who knows, unemployment has also forced many untrained personnel’s into ruction sector, crops members from national youth service corps equally formed themselves into the business of implementing educational curricula. Most these personnel’s in our secondary schools end up confusing the students the more. The means of 3.3 indicates that Nigerian students do not read any more, this is readily evident on the fact that our students live in the world of distractions on noisy which do not permit purposeful reading. The man of 3.1 accounts for negative impressive of long time poor performance in WAEC & NECO examinations. While the mean 3.5 shows that in appropriate and effective method of teaching lead to poor lesson delivery which in turn leads to phobia in mathematics. The means of 2.9 indicates that poor personalities of mathematics teachers and poor /inadequate fractional materials also lead to phobia in mathematics
In table 2, which sought the effects of phobia in mathematics shows that the mean value of 3.2 and 3.3 indicate that phobia in mathematics lead to poor performance in WAEC, NECO and JAMB examinations and massive cheating in public examination respectively
In table 3, we have a mean value of 3.3 which indicates that the impact of phobia in mathematics causes backwardness in science and technology in Nigeria while the mean value of 3.2 shows that many students are decried admission into tertiary institutions due to deficiency of mathematic in their results. The means of 2.9 shows that phobia in mathematics prevents many Nigerian students from acquiring necessary mathematical background for further study and the mean value of 3.4 indicates that the choice of course of study in the tertiary institutions are greatly influence
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