ABSTRACT
The purpose of this study was to compare the performance of
science and art students in mathematics in private and public secondary schools
in Calabar. Five null hypotheses were posited and tested at 0.05 level of
significance using the two – way analysis of variance for various mean. A well
validated 20 – item questionnaire were designed using the Likert Scale model
and administered to a randomized sample of three hundred students drawn from a
population of five thousand, nine hundred and thirty-four students from ten
secondary schools in the study area. The analysis of the questionnaire revealed
there are significant difference in the academic performance of science and art
students in private and public secondary schools. Based on these findings,
appropriate recommendations were made.
CHAPTER ONE
INTRODUCTION
Often parents, teachers and school management
always heap blame on students whenever they perform poorly in mathematics
either as a course or in examinations at any level. Now the question one may ask is who is to blame when
students fail in mathematics? Is it true that students don’t cultivate a good
studying habit, show no enough interest in the subject or lack computing skills
(ability) as is necessary, and lastly, is it because of peer group influence
which does not allow them take their studies seriously as some researchers have
rightly put it through their findings? However,
whatever is the reason for these lapses observed, parents also share in the
blame for their children failure or poor performance in the subject. The
student studying mathematics needs encouragement, motivation and supervision
from the parents to develop interest in studying the subject and to excel.
Good books relating to the subject should be
bought for the student and a private study arrangement with a teacher
well-vested on the subject employed to help the students should be encouraged
to approach the subject with love devoid of fear or intimidation. Once the
equations are grasped every other things will fall in line.
On the other hand mathematics teachers should be
one who knows the subject well enough to be able to transfer knowledge to the
learning students. He should do this with love, be patient with the learner and
be ready to explain again and again until the students get it right. Both the teacher and students of mathematics should
study in a conducive environment. Studying facilities should be put in place
just as some researchers said that for better result to be reached in teaching
and learning, the environment at which it is carried out, must be conducive.
1.1
Background of the Study
Despite the global innovation in science and
technology. For easy learning and mastering of any subject Robbin (2008) agrees
with Ihezue (1995) report that the statistics released by the federal ministry
of education on students’ performance from 1988 to 1992 pointed to the fact
that students performed very poorly in mathematics. Robbin further suggested
that mathematics teaching today still follows the traditional pattern via
(Adeniyi, 1988, Osibobu, 1988, Obudo 1990, and Agwagah, 1993). According to Enukoha, Okeme and Usoro (2006), in
schools where mathematics is taught students even go to the extent of avoiding
their class when it is time for the subject; others stay just because they want
the teacher to see that they were in the class while several other adapt to the
situation because they have no option at their disposal. While some students
stay in the class in order to fulfill all righteousness. Ali (1989) stated that the reason why continual poor
results at SSCE and other external examinations is due to the low quality of
mathematics teachers produced by our tertiary institutions. Ebong (2002)
attribute his own reason to “lack of the use of appropriate methods in teaching
some mathematical concepts to the students”. Obina (1995) pointed to “textbook
used by teachers”, and Dijeh (1982) Opines that “response, interest, motivation
and process of students are determined by teaching aids and method more than
anything else”.
Eke (1998) said that there is increasing demand
for admission into private schools and other schools owned and adequately
funded by federal government.
Students spent more of their time in reading
literature textbooks than they do in mathematics textbook, and even when they
read, they read it just the same way they read ordinary literature. Agha (1998)
alarmed that the problem of students is that they read sciences just the way
they read ordinary literature. He further said, literature can be read
comfortably while lying on the bed but not with sciences.
American Educational Association (1994),
stressed that: Interest are always
positive in directions… Active and are
specific and functioning here and now.. (Anwara, 2004). According to Obina (1995: P. 30) through Ebong (2009),
“Book publishers are primarily interested in the marketability of their
textbooks and they go all out to achieve this objectives. He further said that
some textbooks lack adequate coverage especially that of the senior secondary
school topics, some of the textbooks also lack adequate illustrative examples
and disregard the sequential preparation of topics which especially are
required in a subject in respect of the hierarchical structure of the subject,
an example is mathematics among others.
Ebong (2009) maintains that “the environment
must be conducive enough and students must be ready to learn”. She concluded that:
“all things being equal, conducive learning
environment stimulates students or learners interest to learn and often result
in high academic achievement”.
Anwara (2004) agrees with Adesida (1990) that
“Mathematics in made easy in few isolated cases
where enthusiastic teacher have infused life into the subject making it
exciting and less difficult”.
Of course, a well-trained and qualified
professional teacher will always motivate and inspire his or her students to
work hard to achieve academic excellent.
1.2 Theoretical Background
The concept of attitude and performance
of students in mathematics is based on certain learning theories as well as teacher’s
perception of teaching subject.
Educational psychology has made it possible to
use a theoretical framework for solving problems that arise in the teaching and
learning situation. And this enables the teach to derive a technique consistent
with the theory in order to remedy a particular situation just as the classical
conditioning has a lot of implications for the general public and education in
particular, the principle of operant conditioning can be used to teach various
skills in the school such as handwriting, reading, drawing, calculating and so
on. The following theories was used to support the research Behaviourist Theory This theory was postulated by Jerone B. Watson and Rajer (1920). It
states that students attitudes towards learning is dependent on the stimulus
present in his surroundings. Silber (1960) said, “The place where a
well-balanced education can be carried out most satisfactorily is the home.
Therefore an education according to nature starts in the family. No schools, no
teacher however good, can do for the child what is essentially the task of good
parents”. According to Walters and Castle (1967), the social environment is the
world of people among whom our children are growing up, and in order to
understand more fully the importance of this aspect of environment, it is
helpful to consider who these people are, and where they came from Operant
Conditioning Theory
This theory was postulated by B. F. Skinner
(1938), it states thus: learning is promoted as a result of the learning being
rewarded or “reinforced”. A reinforce is anything that strengthened the desired
response. It could be verbal praise, a good grade or a feeling of increased
accomplishment or satisfaction. Also reinforcement is the procedure which
increases the probability that any given response will be repeated. But
classical conditioning is good for developing good habits, and positive attitudes
towards learning in general and to a particular subject and to the teacher. As
for teachers, social theorists hold the view that knowledge could be acquired
by observing the behaviour of others.
1.3
Statement of the Problem
The fact here is that, students are supposed to
spent most of their reading time in solving mathematics and developed interest
in the study of mathematics knowing fully well that the subject is the bedrock
of any endeavor in pure sciences, Applied sciences, management science and even
in art courses or humanities.
The researcher’s interest on this topic “A
comparative study of performance of science and art students in mathematics in
private and public secondary schools in Calabar”, was to know whether science
students do perform better than art students in mathematics; whether private
secondary schools do perform better than public secondary schools in Calabar.
And if they do, then what factors lead to their differences.
1.4
Purpose of the Study
The major purpose of this study was to compare
the academic performance of science and art students in mathematics in private
and public secondary schools in Calabar specifically, the study was designed
to:
1. Ascertain the difference in academic performance of science and art students in mathematics;
2. Examine the performance of private and public secondary schools in mathematics.
3. Identify the teaching perception teachers and how they affect the performance of students in mathematics;
4. Enumerate the parental factors affecting their children performance in mathematics; and
5. Address the problem of teaching and learning environment affecting the students performance in mathematics.
1.5 Research Questions
The following questions were encounter in this
study;
1. What really ascertain the differences in academic performance of science and art students in mathematics?
2. What really ascertain the differences in academic performance of private and public secondary schools in mathematics?
3. To what extent do teaching perception of teachers affect students performance in mathematics?
4. To what extent do parental factors affect students performance in mathematics?
5. What problem of teaching and learning environment really affect the students performance in mathematics?
1.6 Research Hypotheses
The null hypotheses (Ho) are then stated thus:
1. There is no significant difference in academic performance of science and art students in mathematics.
2. Private secondary schools do not significantly perform better than public secondary schools in mathematics?
3. Teaching perception of teachers do not significantly affect students performance in mathematics.
4. There is no significant differecne in parent socio-economic status affecting students academic performance in mathematics?
5. There is no significant difference in teaching and learning environment of private and public secondary schools.
1.7 Significance of the Study
This work will be very important to the following:
1. Teachers, not only mathematics teachers perse, who for variety of reasons, are and should be the pivot point for change since, the education of future generation is entrusted to them.
2. Ministry of education since they are the one to give approval for the textbook to be used by schools, students and teachers for the purpose of covering the examination syllabus and following a sequential arrangement of the content.
3. Research students who probably are writing on the performances of students in mathematics or comparing the administration of the private and public secondary schools in the country or state.
4. Private and Public Secondary schools administrative board for proper administration to be put in place since the problems facing them are addressed squarely here.
1.8 Assumptions of the Study
The following assumptions were inherent in the study.
1. The examination questions were the same and with the same duration for both science and art. Students in private and public secondary schools.
2. The students were subjected to the same examination conditions.
3. The level of students preparation for the examination were differ.
4. The teachers that teach in private and public secondary school were differ.
5. The method of teaching and the learning environment were differ.
1.9 Delimitation of the Study
Definitely, the nature of this work is a comparative study of science and art students of which private and public secondary schools are being considered to specifically figure out their academic performance in mathematics for the year 2009 in Calabar.
1.10 Limitation of the Study
The following limitation were inherent in the study. First, the respondent sincerity of purpose were not sure since what was conceived in the mind were hidden. Secondly, due to time constraints, the ability to reach out to many secondary schools for the collection of data was hindered, and the area which the study was conducted at that time was congested.
1.11 Definition of Terms
1.11.1 Learning Environment Ebong (2009) quoted Morris (1975) definition of learning environment as “the behaviour setting of the school which include the amenities in the way of books of reference, the presence of other students or immediate surroundings, useful materials and right type of instruments to fulfill the student requirement”.
1.11.2 Private Schools
These are schools owned and controlled by individual or group of individuals or organization who have direct power or authority to fire or sanction any staff who fails to abide by their rules and regulations.
1.11.3 Public Schools
These are schools owned and controlled by government by providing or appointing principals to supervise the work of all the staffs. They make sure government rules and regulations are strictly followed for effective performance. That is, they are indirectly controlled and managed by government.
