EFFECT OF MATHEMATICS LABORATORY ON STUDENTS PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS IN ENUGU STATE
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EFFECT OF MATHEMATICS LABORATORY ON STUDENTS PERFORMANCE IN
MATHEMATICS IN SECONDARY SCHOOLS IN ENUGU STATE
ABSTRACT
This study was carried out to investigate effect of mathematics laboratory on students
performance in mathematics in secondary schools in Enugu State using 10
selected secondary schools in Enugu, Enugu state as a case study. Specifically,
the study aimed at finding out the availability of mathematics laboratory
facilities in secondary schools, investigate the extent to which the use of
mathematics laboratory will enhance the student’s performance in mathematics,
and find out mathematics teachers’ perceptions on effects of availability or
non-availability of laboratories on students’ performance. The study employed
the survey descriptive research design. Questionnaire was used for data
collection which was analysed with frequency tables and percentage. The
hypothesis test was conducted usingthe Pearson correlation statistical tool, (SPSS
v.23). A total of 338 respondents were conveniently selected as sample size
comprising of residents of Northern and Southern Ghana. Out of the 338
respondents, 259 responses were received and validated from the survey. From
the responses obtained and analysed, the findings revealed that majority of the
schools have mathematics laboratory in their schools. Also, the use of
mathematics laboratory has enhanced the student’s performance in mathematics to
a very high extent. Furthermore, the study revealed that there is a significant
relationship between the usage of laboratory and students performance in
mathematics. On the basis of these findings, it was recommended that
mathematics teachers should use mathematics laboratory in teaching mathematics.
Also, government should establish mathematics laboratory in all schools like
other science subjects laboratories.More so, seminars/worships should be
organized for mathematics teachers in secondary school on the use of
mathematics laboratory. Also, mathematics student-teachers should be trained on
the use of mathematics laboratory in the mathematics methodology class.
Keywords: Mathematics, Laboratory, Students, Performance
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The importance of mathematics in man's growth and way of life
cannot be overstated. In general, mathematics is a valuable tool in almost
every field of human endeavor, including science, engineering, industry,
technology, and even the arts. No country can progress scientifically or
technologically if mathematics is ignored (Azuka, 2003).
According to Okereke (2006), mathematics is the basis of
science and technology, and its functional role in science and technology is so
complex and diverse that no field of science, technology, or commercial
organization is immune to its application.
Umoinyam, (1997) referred to mathematics as the foundation of
science and technology without which a nation can never be prosperous and
economically independent.
According to Oyedeji, (2000) a major objective of many
curricular is to ensure that the children are equipped with at least the basic
mathematical skills which will enable them to think mathematically and be able
to apply this thinking to the rapidly changing demands of the modern world.
Hence mathematics skills are essential to every individual in order to cope
with life’s activities.
Mathematics is a key subject in the school curriculum and is
considered a knowledge that is indispensable to the educated person. According
to Azuka, (2003) all major professions in life today require the knowledge of
mathematics to practice. These professions include engineering, accountancy,
medicine, economics, banking, technology etc. In offices, industries and other
human establishments, mathematics is needed for analysis, organization and
evaluation of the information needed in order to make new decisions.
Ukwu, (1995) states that “it is the qualities and
characteristics of this subject make everything about it a matter of concern to
every nation of the world. Mathematics is made compulsory in both primary and
secondary schools. In Nigeria Universities today there is hardly any course one
can study without a show of evidence of little knowledge of basic principles of
mathematics by way of a least a credit pass in an ordinary level examination in
the subject. In fact almost all the institutions of higher learning have one or
two mathematics courses that the entire students take as general studies to
equip them in their various disciplines.
In spite of the aforementioned importance of mathematics, it
has been observed all over the world that the subject has peculiar features,
nature and structure that make many people afraid of it and loose interest in
it (Ukwu 1995), Nigeria is one of those countries that suffer most effects of
the problems of poor performance and under achievement in Mathematics, (Azuka
2003).
Galadima (2002) reported that almost every year students
manifest poor performance both in internal and external examinations in
mathematics. Supporting this report are the researches of (Odili, 1986), Salau
(1995), Amazigo (2006), Agwagah (2001) and Okereke (2006).
The West Africa Examinations Councils (WAEC) chief examiners
in mathematics (2003, 2004, 2005 and 2006) consistently reported candidates’
lack of skills in answering almost all the questions asked in general
mathematics. Abakporo (2005) also reported that the West Africa Examination
Council (WAEC) had in mathematics for 11 years a credit pass of not more than
36.91%. WAEC chief examiners (2003, 2005) further observed that candidates were
weak in Geometry of circles and three dimensional problems.
According to their report, most candidates avoided questions
on three dimensional problems, when they attempted Geometry questions, only a
few of the candidate’s showed a clear understanding of the problem in their
workings.
Ojo (1990) and Adetula (1987) have both attempted to find out
some of the reasons why students perform poorly in mathematics. Among the
factors identified for the poor performance and failure of students in
mathematics in secondary schools was the teachers’ failure to use the
appropriate method of teaching.
Studies like those of Habor Peters (2002) and Iji (2005) have
pointed at teaching approaches and strategies used in the classroom by
mathematics teachers as one of the root causes of the undesirable poor
achievement of students in mathematics.
Also Okereke, (2006) attributed students’ poor performance to
factors such as the society’s view that mathematics is difficult, shortage of
qualified teachers, lack of mathematics laboratory and lacks of incentives.
Abstractness attached to the teaching of mathematics by some
teachers scares some students who are supposed to be best in the subject.
Ukwu, (2008) observed that the only way to make the teaching
and learning of mathematics effective, meaningful and interesting is by the use
of instructional materials or teaching aids and pleasurable activities the
learners like to do.
The present status of teaching and learning of mathematics is
far from being satisfactory. Mathematics is not a spectator sport learning
mathematics requires active participation of the learners in the lesson and the
best way to learn mathematics is to actively engage in mathematics. Teachers
should not dominate mathematics lessons.
Teachers follow age old methods such as lecture method (Talk
and chalk) in a classroom. As a result, the power of thinking understanding and
retention are not developed amongst students, owing to which the student show
less interest towards mathematics learning. Hence, the traditional methods
being used all along by teachers have failed to develop the skills such as
those needed in formulating, modelling and solving problems. Students are not always
able to remember and retain what they have previously learnt. Simple
geometrical shapes such as cubes, cuboids, pyramids, cylinders, cones to
mention but a few are studied in the classroom without presenting the real
objects to the students.
The abstract nature of mathematics should be reached through
demonstration and practical methods. In order to develop the skills and provide
practical experiences of mathematics concepts assumptions, assertions and
rules, a strategy is needed.
Agwangah, (1997) observed that the problem of ineffective
teaching can be tackled through planned and intelligent application of the
mathematics laboratory. Hence, in search for the method of teaching that can
cater for the cognitive affective and psychomotor aspects of learning, the
concern of this researcher is to ascertain whether the students performance of
mathematics in secondary schools could be improved upon by using the laboratory
method of teaching. Since mathematics is a subject which has to be learnt by
doing rather than by reading the doing of mathematics gives rise to the need
for a suitable method and a suitable place. Laboratory method and mathematical
laboratory are the proper answer to it. This activity method leads the students
to discover mathematical facts. It is based on the principles of learning by
observation and proceeding from concrete to abstract.
Mathematics laboratory is a place where students can learn
and explore various mathematical concepts and verify different mathematics
facts and theories using varieties of activities and materials (Igbokwe, 2000).
The use of mathematics laboratory helps to integrate theory and practical work
in mathematics teaching and learning. Ogunkunle, (2000) enumerated the
advantages of using mathematics laboratory which include:
· Display mathematical information
· Avenue for experimentation through practical work
· Pool of storage of mathematical materials for easy access
· Removing abstractness and increasing effective
teaching/learning.
Based on the advantages of mathematics laboratory, it is
expected that teaching and learning of mathematics using the mathematics
laboratory may help to reduce abstract nature of the subject and increase the
students’ interest in the subject.
1.2 Statement of the problem
Education is the process of facilitating learning, or the
acquisition of knowledge, skills, values, morals, beliefs, and habits.
Educational methods include teaching, training, storytelling, discussion and
directed research.
Many subjects in the secondary can not be taught effectively
and efficiently without the use of a well-equipped laboratory for proper
dissemination of the subject to the students.
Mathematics is a subject feared and hated by students and it
is made compulsory for every school child and even in many professions and
careers. Evidence of poor performance in mathematics by secondary school
students pointed to the fact that the most desired technological, scientific
and business application of mathematics is not being sustained. This makes it
paramount to seek for a strategy for teaching mathematics that aim at improving
its understanding and performance by students. The lack of mathematics
laboratory and non-use of laboratory techniques in teaching mathematics is one
of the major factors that contribute to poor performance in mathematics by
secondary school students (Ogunkunle, 2000). Therefore, this study is designed
to find out the effect of using mathematics laboratory in teaching on the
performance of Senior Secondary School (SSS) mathematics students.
1.3 OBJECTIVES OF THE STUDY
Research objectives are just as useful as they are in most
other aspects of life. “Research objectives provide the researcher a wonderful
feeling of aim and direction,” according to Etim (2004). The study's overall
purpose is to investigate the effects of using mathematics laboratory in
teaching on the performance of Senior Secondary School (SSS) students
mathematics. The study, on the other hand, was focused on achieving these
precise goals.
1) Find out the availability of mathematics laboratory
facilities in secondary schools.
2) To investigate the extent to which the use of mathematics
laboratory will enhance the student’s performance in mathematics.
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