ABSTRACT
This study was carried out to
investigate relationship among mathematics teachers’ self- efficacy beliefs,
mathematics students’ task persistence and achievement of secondary schools in
Nsukka Education Zone of Enugu State. Three research questions and three null
hypotheses guided the study. The study adopted correlational research design.
The population for the study was 5537 which comprises of 5478 SS2 students and
59 mathematics teachers. The instrument s for data collection was mathematics
teachers’ self-efficacy belief scale (MTSEBS) by Schwarzer and Jerusalem of
(1995), Students Mathematics Task Persistence (SMTP) and Continuous Assessment
Record (CAR). The data generated from trial testing were analyzed using
Cronbach Alpha statistics an overall reliability index of 0.802 was obtained.
Pearson’s Product Moment Correlation statistics was used to answer the research
questions while multiple regression was used to test the hypothesis at 0.05
probability level. The findings of the study revealed that, there was a
significant relationship between mathematics teachers’ self-efficacy beliefs
and students’ mathematics achievement. The findings also showed that, there was
a significant relationship between students’ task persistence and students’
mathematics achievement. Based on the findings the researcher recommended that
teachers training colleges should include in their curriculum courses of the
study that deal on teachers’ self- efficacy beliefs. This training will help
mathematics teachers’ cope better with their job, and also manage students with
low persistence and poor achievement in mathematics task. And students should
be enlightened through orientation. The orientation should be geared towards
building healthy task persistence in mathematics and high achievement.
CHAPTER ONE
INTRODUCTION
Background of the Study
In
the contemporary Nigeria society, greater emphasis has been placed on
industrial and technological development. As a result, students are encouraged
to take up science related subjects and mathematics. Today, mathematics
pervades literally every field of human endeavour and plays a fundamental role
in the economic development of a country. Over the
last few years, issues concerning teaching
and learning of mathematics have become a matter of highest importance for
everyone involved in education. The issues of students’ poor performance in
mathematics have been taken up at the highest policy level (Olugunju, 2001).
Mathematics
can be defined as a science that deal with the study of quality and their
relationship which is expressed in number and other specific symbols.
Researchers described mathematics as a language in which every symbol and every
combination has precise meaning which can be determined by the application of
logical rules. This language may be used to describe and analyze anything in
the universe and may be difficult to understand for beginners. According to
Olugunju (2001) mathematics is a subject that teaches various concept like
relationship of quantities, sets, properties, measurement, use of numbers and
symbols. Victor (2007) defined mathematics as a subject which equips
individuals with the most powerful practical tools and it underlies the whole
build up of modern science and technological world. It is also regarded as a
science of numbers. As the science of numbers, mathematics is an indispensable
foundation to all physical sciences and technology. The applicable and creative
nature of mathematics makes it easily usable by human beings. Fukuade (2007)
stated that, wherever there is structure, relationship, systematic variation,
there is mathematics. It is therefore, very unimaginable to
find a world without mathematics. Faparusi (2007) added that, mathematics is
one of the most useful subjects for study especially giving its role in the
living process of mankind. Therefore, a strong background in mathematics may be
crucial for many jobs and career opportunity in the society. Hackett (2005)
opine that, mathematics foster intellectual skills that enable man to analyze
complex attributes, recognize logical relationship between interdependent
factors, as well as formulate general laws on their inter-relationship. Iwuji
(2008) also opine that, mathematics is an opportunity for training the mind to
close thinking and contribution to awakening of the soul. Nonetheless, in spite
of the crucial role mathematics play in the knowledge of science and
technology, this is the basis for national development. Gegnel (2007)
recognizes that, students must pass mathematics at junior school Certificate
Examination (JSCE) in order to move o Senior Secondary School level especially
those who are science inclined.
Operationally,
mathematics can be defined as a science of quantity which addresses abstract
topics such as group theory and projective geometry, which have no clear-cut
relation to quantity and measurement. For students to be able to understand the
subject mathematics they need a teacher who has high self-efficacy belief.
Mathematical competence have been identified by the European Parliament
and the Council of the European Union as one of the key competences necessary
for personal fulfillment, active citizenship, social inclusion and
employability in modern society. Moreover, the 2008 Council Conclusions on
preparing young people for the 21st century: an agenda for European cooperation
on schools' makes the acquisition of literacy and numeracy the main priority
for European cooperation in education. The major reasons for such a huge
interest in learning and teaching mathematics
are the growing needs for mathematical skills and proficiency in modern society
and the difficulties in learning mathematics by a large number of students.
FRN (2004) identified mathematics
as one of the core subjects designed to broaden students’ knowledge and
outlook. It is also explained that, mathematics is part of the group of
subjects which every students must take in addition to their specialties
because mathematics helps students in addition, subtraction and division in
their day-to-day activities.
Despite
the importance of mathematics in science and technology, some teachers and
students are still experiencing problem in teaching and learning the subject.
This may be attributed to low- self efficacy.
Self-efficacy
belief is a motivational construct. Self-efficacy beliefs are people’s judgments
and perceptions of their own ability to perform an action (Pajares, 2002).
Bandura (1997) defined self-efficacy as one’s belief about his or her ability
to organize and execute tasks to achieve specific goals. It is a belief about
what a person can do rather than personal judgments about one’s physical or
personality attributes. The construct self-efficacy belief also signifies a
person’s belief, concerning his or her ability to successfully perform a given
task or behavior. It is the major determinant of the choices that individuals
make, the effort they expand, the perseverance they exert in the face of
difficulties, and thought patterns and emotional reactions they experience
(Bandura, 1986). People differ in the areas in which they cultivate their
efficacy and in the level to which they develop it even within their given
pursuit (Bandura, 1997). For instance, a person may have a high sense of
efficacy in managerial ability but low efficacy in social endeavours. Thus the
efficacy belief system is not an all round trait but a differentiated set of
self-belief associated with distinct area of functioning......
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