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THE ROLE OF
GENDER ON TOPIC PREFERENCE OF SENIOR SECONDARY SCHOOL STUDENTS IN MATHEMATICS
ABSTRACT
This study
examined the role of gender on students in mathematics in Mainland Local
Government Area of Lagos State. Also, some relevant and related literatures
were reviewed in this study under sub-headings, in order to address the
important issues under investigation.
The research
survey design was employed in this study for the assessment of respondents’
opinions with the use of the questionnaire and the sampling technique.
A total of
160 (one hundred and sixty) respondents were selected and used in this study to
represent the bulk of the population. The sample comprised (80 males and 80
females).
Also, two
null hypotheses were formulated and tested using the independent t-test
statistical tool at 0.05 level of significance. At the end of the analysis, the
following results emerged:
1. There is no significant difference in the
pattern of students’ preference for topics in the senior secondary school
mathematics.
2. Finally, it was found at the end of
testing hypothesis two that there is a significant difference on the impact of
gender and students’ preference for mathematics topics in school.
CHAPTER ONE
INTRODUCTION
1.1Background
to the Study
The
importance of mathematics to everyday life justifies the inclusion in the
curricula at all the levels of education. There is hardly any human being
whether literate or non-literate who does not apply mathematical concepts in
everyday life, even though he may not be aware of it.
Mathematics
can simply be defined as those aspects of human experience and knowledge that
involve the concept of number, quantity and space. Over the years
mathematicians in formal educational setting have been able to construct
abstract concepts into logical, systematic and symbolic terms that involve
pattern and precision. Physical observations are often better expressed in
mathematical expressions thereby enhancing understanding. There is no doubt
that mathematics has come to stay in the educational plan of nations in the
world.
Nigeria
aspires to be a modern industrial society and a developing society desiring
this attribute should according to Animalu (2000), possess the ability to
acquire knowledge, in service-oriented and innovative. It is obvious that this
can only be achieved with a proper and solid foundation in mathematical
knowledge. Many of the scientist like Archimedes and Galileo who came up with
striking innovations in science were exposed to the best mathematics education
in their days. Investment in the training of scientific and technological
manpower will enhance the economic and political development of the nation and
proper mathematical education at all levels will go a long way in realizing the
objective of promotion of science and technology.
It is
greatly disturbing, especially to the implementers of mathematics education
that despite the prominence and importance of mathematics in all areas of human
endeavours, students’ cognitive, affective and psychomotor outcomes in
mathematics at all levels of the educational system fall below expectation. The
poor performances of students in mathematics at external examinations like
Cambridge, senior school certificate (organized by WAEC and NECO), Universities
Matriculation Examination (UME), and Polytechnic and Colleges of Education
Examination has been on the increase. Many factors have been identified by
mathematics educators for the poor students’ achievement in mathematics.
Research on
students’ learning has revealed that orientations to learning affect learning
outcomes (Vermunt, 1992). The perceptions of the learning environments
especially that of assessment has also been shown to have a strong influence on
the orientations to learning (Entwistle and Entwistle 1991, 1992, 1993, 1995).
Examinations and tests sometimes hamper students’ attempt to achieve personal
understanding because they only show the final outcome but fail to reveal the
individual change that has taken place (Tynjaka, 1997).
All over the
world, science has been accepted as a vehicle of technology, social and
economic development (Ogunbanjo, 1988). Mathematics is not any basic to these
but is the language of science. Mathematics is a subject that students in
secondary schools have to be taught at least four times a week. This is to
ensure that students have adequate mastery of the subject. Despite the
importance attached to mathematics, students tend to perform poorly. Therefore,
there is need to find out which topics in mathematics that student like and
those they dislike.
The West
African Examination Council Chief Examiners’ Reports (1997, 1999 and 2000)
revealed candidates’ areas of weaknesses and strengths in mathematics.
According to these reports, candidates showed likeness for numerical statistics,
algebra and algebraic processes, the four arithmetic rules, logarithms and its
applications candidates’ likeness for these topics could be attributed to their
understanding of the topics among other factors. Hence, candidates performed
better in these topics than Geometry, Trigonometry and Probability. Areas of
candidates’ weaknesses and strengths are not unconnected with the preference
students have for some topics in mathematics at the expense of other ones. If
truly, students prefer some topics in mathematics to other ones, are these
preferences gender biased?
1.2Statement
of the Problem
Over the
past decades, the topics of gender equity and gender differences have been
raising issues in education (Sprinthall and Oja 1994). Boys and girls are known
to learn differently though they sit in the same classroom, read the same
textbooks and listen to the same teacher (Sadker and Sadker, 1994). This
indicates that gender affects the educational experiences of many students in
today’s educational world. Honey, Moeller, Brunner, Bennelt, Clements and
Hawkins (1991) found that females and males perceive mathematics related topics
in distinct manners. They concluded that girls view mathematics oriented field
as embedded in human interaction whereas boys view them as an extension of
their power.
These views
seem to be related to the preference students have for some topics in
mathematics while in the secondary school. Therefore, based on this the study
sought to posses the role of gender on students’ preference for senior
mathematics topics.
1.3Purpose
of Study
The purpose
of this study is to:
(i) Investigate the like or dislike
topics in mathematics among senior secondary school students.
(ii) Find out empirically how significant
the impact of gender is on students preference for mathematics topics.
1.4Research
Questions
This study
shall attempt to answer the following questions:
(i) What is the pattern of students’ preferences
for topics in the senior secondary school mathematics?
(ii) Does gender have significant impact on
student’s preference for mathematics topics?
1.5Research
Hypothesis
(i) There will be no significant
difference in the pattern of students’ preferences for topics in the senior
secondary school mathematics.
(ii) There will be no significant
difference on the impact of gender on students’ preference for mathematics
topics.
1.6Significance
of the Study
This study
will be of benefit students, teachers, parents and the society at large.
1) It will assist school counsellors in
exposing their students to the relevance of these so called “difficult
subjects” to their future careers and the need to master them by organizing
career talks for them.
2) It will also be found useful to
authors of mathematics in using pictures that are ‘gender friendly’ and using
objects found in the home and school everyday.
3) It will also bring to the notice of
the government in assisting or supporting mathematics experts by providing
necessary instructional materials for teaching those identified “difficult
topics”.
4) It will also bring to the awareness
of parents or enlighten parents and the community not to look down their female
children but she them as able as their male children.
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