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CHAPTER ONE

INTRODUCTION

1.1Background of the study

Mathematics has been defined in various ways by different people.

Nwokedi (1990) sees mathematics as a structural way of thinking by which

scientists look at things. On his part, Umezurike (1990), defines mathematics as

all human endeavours which use the basic elements of logic, intuition and

construction in ordering and quantifying objects, space and also in establishing

patterns of relationship.

Mathematics, the science of numbers, quantity and space occupies a key

position in the Nigerian educational system. It is in realization of this that

Nigeria and many other countries now resort to making special comprehensive

and well programmed effort toward the effective teaching and learning of

mathematics at all levels of the educational system through the development

and implementation of innovative programmes and projects, (Azuka, 2001).

Mathematics is a subject, which needs thorough calculations, seriousness

and carefulness. It is a subject that has enemies and friends. Its friends are those

that give out their time for it. One cannot become a mathematician without

having interest in mathematics. People who know and pass mathematics are

often thought of being spiritually gifted, which is not always true. As we know,

good performance in mathematics is as a result of hard work and dedication.

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The enemies of mathematics are those who hate it because of their laziness and

lack of interest in it.

It is worthy of note that, everything on the planet earth revolves around

mathematics since it is a function of space and time. Despite this central

position and urgent need of mathematics in the modern trend of education,

students interest (participation) and performance in it is not encouraging.

Improvement on this trend can be achieved through many ways.

One of the ways is through the development of youths interest in

mathematics as well as positive attitude towards mathematics.

According to Jande and Wenke-Hamel (1992), an attitude is the

combination of cognitive, affective and behavioural, dispositions directed

towards a person, idea, or object. According to Triandis in Ogili (2004), people

have attitudes towards social objects because the attitudes help them to

organize, simplify and understand the world around them. An attitude can

therefore be perceived as an enduring system of positive and negative

evaluation of emotional feelings. Attitude determines what each individual will

see, hear, think and do.

Attitude means the individuals tendency to respond favourably or unfavourably

to an object. Attitude can be positive (value) or negative (prejudice). If the

attitude of a mathematics teacher helps students learn and enjoy mathematics,

then the probable outcome would be good. The attitude that conveys to students

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that mathematics is only for elites, that they are unable to be successful since

they are making mistakes, the attitude that half of the students should dropout

since they cannot meet up with the teacher is probably not going to attract

students to mathematics. It is this attitude that engenders comments from the

students that mathematics is hard and not for them; it is only for geniuses.

The first day of the class can be crucial if the teacher goes to the class just

to intimidate, and instill fears into students by giving them the analysis of how

difficult is the subject and so they cannot make it, then the outcome is obvious.

But suppose from the first class the teacher tells them that he/she is there to help

them, to create an interest inside them, and that to learn mathematics, they need

to be patient and persistent and have proper scheduling and practicing. Such a

teacher will notice that fear and anxiety would be replaced with a desire for

learning. The teacher can affect students by his/her interest in mathematics.

Interest can be seen as an energizing factor in any human endeavour. Interest

helps to sustain one in any activity no matter how arduous or hard the task may

be.

Interest is the very essence of human behaviour and without it real

progress at work is not achieved. Interest and attitude are rooted in the

instructive drive of man that gives such vitality to his activities. The role of

interest and attitude in any educational pursuits cannot be overemphasized.

Interest and attitude are the forces that drive the students through drudgery in

order that he may achieve the set goals. A task can be carried out without

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interest but boredom will tend to be the ultimate end of the task. Students must

have the interest before they can participate actively in mathematics. One of the

most important requirements for success in any occupation is that the person

wants to do the work of he will not study to improve on it. Many youths are

continuously put off in mathematics due to lack of interest.

Youths preparedness to accept an occupation is based on the degree of

development of their interest and attitude towards the occupation and the

perceived value of the occupation to him as an individual and its role in the

society.

Another way of improving students interest in mathematics is the role of

youths in mathematical development. A section of Nigerian population which

can help to improve the level of interest in modern education is the youth.

Nigerian youth constitute a significant segment of the entire population.

The future of any society depends on how well it prepares its youths to make

decision and carry on the responsibility of mature citizenship. To this effect, it

has become possible that emphasis should be placed on the youth so that they

receive combination of education and active training towards developing

mathematics.

The government and parents can play a formidable role in motivating

youths interest in mathematics. This is because the government and the parents

play major roles in the education process. The development of interest and

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appreciation of mathematics would come about only where there is real effort

by the government to supply most of the materials and equipment to improve

mathematics learning in secondary schools.

Lack of qualified teachers posted by government to schools and colleges

is also a hindrance in motivating youths interest in mathematics. There are not

enough competent teachers of mathematics in our secondary schools. Graduates

of mathematics offered teaching in secondary schools accept the offer as a

stepping stone to better offers in the industries leaving behind few unqualified

ones who are without adequate professional training. There is acute shortage of

professional and competent teachers in secondary schools and training colleges.

Parents have strong influence on the educational plans of their children.

Influence of the parents is unquestionably one of the strongest and most

persistent factors to determine what childs interest in school would be. The

socio-economic status of parents can influence students in their choice of a

cause of study to a great extent. Not only do parents have influence on their

children on a particular subject, but also on their attitude and their career.

Although parents and government can play a little role in motivating the youth

without the influence of mathematics teachers, nothing much can be achieved.

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1.2Statement Of The Problem

Common experience has shown that in all schools in Nigeria where

mathematics is considered compulsory for students, only a few number of

students are attracted to it. This may be attributed to the lack of interest in the

subject. Students offer mathematics in an attempt to fulfil all righteousness of

making up the required minimum number of eight (8) subjects stipulated by

WAEC in addition to its compulsory nature.

There is this thinking among many people that the teacher is responsible

for the performance of students in his teaching subject. Contrary to what is

needed in the classroom in mathematics, the decline in the study of mathematics

has continued to be on the increase, Lassa (1984). For it is noted that the

performance of students and pupils in mathematics in every classroom, internal

and external examinations, seem very discouraging. This should not be allowed

to continue, more so that mathematics is indispensible to the technological

development of a nation in particular and in every sphere of an individuals life

generally. This means that those shouldered with the responsibility of teaching

this very important subject must have an enhancing teaching role that will

promote students interest to its learning.

1.3Purpose of the Study

The study is generally aimed at determining the role of mathematics

teachers in promoting youth interest in mathematics in secondary schools.

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The specific objectives of the study are as follows:

(a) To determine the instructional role of mathematics teachers in promoting

youths interest in mathematics in secondary schools in Kwande Local

Government Area of Benue State.

(b)To determine the counselling role of mathematics teachers in promoting

youths interest in mathematics in secondary schools.

(c) To determine the factors that discourages youth interest in mathematics.

(d)To determine the strategies that should be adopted to promote youths

(students) interest in mathematics.

1.4Research Questions

This study is guided by the following questions;

(i) What is the instructional role of mathematics teacher in promoting youth

interest in mathematics in secondary schools?

(ii) What is the counselling role of mathematics teachers in promoting

youths interest in mathematics?

(iii)What are the factors that discourage youths interest in mathematics in

secondary schools?

(iv)What are the strategies that could be adopted to promote youth interest in

mathematics in secondary school?

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1.5 Significance of the Study

The result of this study will be useful to the following:

In-school youths (students), teachers of mathematics, mathematical/science

association such as Mathematical Association of Nigeria (MAN), National

Council of Teachers of Mathematics (NCTM), Science Teachers Association of

Nigeria (STAN), Education Policy Planners/Curriculum Planners; and the

society in general.

School youth, will benefit from the findings of the study. The result of the study

will not only serve as springboard and a source of literature for those youths

who want to be professionally established in mathematics but will also help

them embark on further studies to enhance their ability in their occupation.

The findings of this study will also be useful to teachers of mathematics

in various ways. It will provide information to the teacher on how to harness the

school mathematics programmes as instructional aids to providing realistic

experiences to youth in mathematics.

To mathematics /science association such as NCTM, STAN, the study

through its findings, will convey useful information which will add to their

wealth of experience and in turn enhance their effectiveness in the successful

identification of problems, in planning, organizing, execution of plans,

counselling and follow-up of youths mathematical programmes.

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The education policy planners/curriculum planners would also benefit

from the findings of this study. The study will provide useful information that

will stimulate the youths interest in mathematical programmes in schools.

Finally, the society at large will benefit from the findings of the study.

The recommendations, if implemented, will enhance increased involvement of

youths in mathematics. This will bring solution to the problem of youth interest

in mathematics in secondary schools and beyond.

1.6 Scope of the Study

This study was limited to only the counselling and instructional roles of

mathematics teachers in promoting youths interest in mathematics; the factors

that discourage the youth engagement in mathematics; and only those strategies

that would be adopted to promote youth interest in mathematics in secondary

schools. The research work is a case study of secondary schools in Kwande

Local Government Area of Benue State. The research would have covered the

entire secondary schools in Benue State at large but considering the financial

involvement and the time allocated being too short for the researcher, the study

is limited to only eight (8) randomly selected secondary schools in the local

government area studied.

1.7 Limitation of the Study

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Since no academic work of this sort is devoid of problems, this work is

not an exception. The problem of time and finance has crippled the researchers

efforts of having a more detailed research as should be done.

The researcher also encountered the problem of lack of cooperation and

seriousness from respondents.

The researcher decided to limit the study to few schools in Kwande Local

Government Area to reduce the cumbersome nature of the work involved and to

ensure that the work is standard and valid.

1.8 Operational Definition of Terms

The following words may have other meanings. However, the researcher has

explained the terms based on their usage in this research work.

(i) Role This can be defined as a persons task or duty in an undertaking

(ii)Mathematics It is the science of numbers, quantity and space or simply

a function of space and time.

(iii) Youth This entails a period of time when someone is young,

especially the period between being a child and being fully grown.

(iv) Counselling role This refers to the ability to assist someone to

overcome a given problem.

(v)Instrumental role This is the ability to convince students using

appropriate teaching procedures and strategies.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

In this chapter, the researcher reviewed related literature.

Literature related to this study was extensively reviewed; this was done under

the following sub-headings which include;

Theoretical framework

The mathematics teachers attitude

The instructional role of a mathematics teacher

The counselling role of a mathematics teacher

Constraints to the promotion of students interest in mathematics

Summary of the review

2.1 The Theoretical Framework

Research in how to promote and improve students interest and

performance in subjects has been a major challenge and preoccupation of many

educators. The challenge is greatly intensified by the dire need for personnel wit

right attitude to maintain certain fields especially mathematics and technically

oriented fields.

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Teachers differ in their attitudes, interests, values, and motivations (Ryan and

Philips, 1982); their cognitive organization and problem solving ability

(Flanders and Simon, 1969); and the belief they have about them (Clark and

Peterson, 1986); as well as their characteristics ways of planning and making

decisions. There is little evidence that teachers attitudes, interests, values and

motivations are related to their performance in the classrooms.

The expectations that teachers have for their students are associated with

the way in which they behave towards the students (Good and Braun, 1987) as

well as the task students are assigned by their teachers.

Feldman and Kropt (1999) report that high school mathematics teachers did not

believe the goal of deep conceptual understanding to be appropriate for all

students. As a result, most of the teachers taught survey style courses that

cover a range of topics of a superficial level drawing from her extensive

experience working with hundreds of school across the country; Ly an Erickson

(2001), emphasizes classroom implementation of concept based teaching. She

describes how it is capable of delivering the high students performance as

slated in the National Standard of Education for major subject areas like

mathematics and science.

Mathematics teachers and their counter parts in other fields of science

often face the formidable task of enabling their students achieve meaningful

learning experience after a period of instruction.

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Several psychological theories that could make teaching and learning of science

more effective and which can be obtained longer in the cognitive structure were

developed by some renowned psychologists. Science teachers need to be

acquainted with these theories to enable them structure their instruction, to such

the cognitive developmental level the learners and promote meaningful learning

experience.

Gagne (1965), in his theory of hierarchical learning asserts that the

learning materials should be organized in order of hierarchy from simple to

complex, known to unknown, concrete to abstract so that the learner can master

the skill that are necessary for the new learning to take place.

The figure below illustrates Gagnes theory of hierarchical learning.

DESIRED KNOWLEDGE/TERMINAL TASKS

TASK A TASK B

TASK C TASK D TASK E TASK F

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In the figure above, to perform task A, we must be able to perform task C and

D, and for task B, one must be able to perform task E and F. This depicts that in

the processes of instruction, the teacher should begin with simple prerequisite

C, D, E and F and work upwards in the hierarchical fashion to the terminal task

or the desired knowledge which is the capability sought.

The theory of interest as postulated by Wilson (1994), states that interest can be

generated by a well-balanced instruction which requires that the instructor

instructs the students in such a way that instruction will be geared towards the

harmonious expansion of all the mental powers of the individual.

2.2 The Mathematics Teachers Attitude

According to Schifter (1991), teachers need to understand that their

actions in the classroom, affect how well their students learn mathematics. This

implies that the kind of atmosphere/relationship created/established by the

mathematics teacher in the classroom determines students interest towards the

subject.

Effective mathematics teaching requires a serious commitment to the

development of students understanding of mathematics.

Uwaise (1991), held his view to large class and lack of supportive staff. A

teacher no doubt can hardly put in his/her best where the relationship is not

cordial. This implies that student-teacher relationship should be friendly and

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atmosphere. It is observed that most students show apathy to the learning of

mathematics due to the bad classroom climate (environment) created by the

mathematics teacher.

Nonchalant attitude of some mathematics teachers today causes gross

inefficiency in learning mathematics thereby yielding low performance on the

side of students.

Oladare (2000), states that to a very large extent, the attitude of Nigerian

teachers in the classroom is that of a boss, a horse rider under whose will, the

horse has no choice. On the other hand, the students attitude is that of a yes

Sir response. This attitude ultimately gives the impression that the teacher is a

craftsman while the student is but an ordinary apprentice. It is important to note

that in order to stimulate students interest in mathematics; this bossy attitude of

mathematics teachers should be avoided. This is because learners are sensitive

to a teachers personality as discovered by Harold (2004). Josh (1998),

discovered that mathematics teachers see the students as perpetual morons who

cannot even spell their own names. Obviously with this kind of attitude, the

teacher is already limited in his effort to help the students learn. The teacher in

this case will not want to put his or her best in making the students understand

what he/she is teaching because he/she will feel like someone who is trying to

fill a bottomless bucket with water. In extreme cases, teachers detest their

students and do not bother about what responses they are able or unable to

make. This insultive posture of a mathematics teacher can only deter students

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from the learning of mathematics rather than stimulating their interest towards

its learning.

One of the important variables in learning is the interest of both the

teacher and the learner. Unfortunately, the lack of interest of some mathematics

teachers has compounded and contributed to the fact that students have also

become uninterested in the subject. Imoko and Agwagah (2006) opined that

interest is an important variable in learning because when one becomes

interested in an activity, he/she is likely to become more deeply involved in that

activity. This implies that mathematics teachers should first of all develop their

interest in mathematics and employ strategies that can help in promoting

students interest in mathematics.

Ebele (2001) found that some mathematics teachers are not interested in

taking the subject (mathematics) because such teachers chose teaching as a

profession since they could not get their choice jobs. Such teachers do not

present their lesson with enthusiasm because their main motive of going to the

classroom is not to impart knowledge rather; they go to the classroom with the

mindset of if I dont teach, I wont be paid. Students under the tutelage of

these teachers cannot see the beauty in mathematics.

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2.3 Instructional Role of a Mathematics Teacher

Mathematics is a subject that involves some abstract concept, which

needs to be taught and learnt with understanding. Mathematics teachers have the

task of seeking to know the underlying conditions which these abstract concepts

can be learnt. He may think of factors such as interest, classroom climate and

many other paramount factors that concerns teaching and learning processes.

Mathematics is a subject that requires much interest on the part of student

(learner). This is in agreement with what Kaaor (1987) holds that mathematics

is a subject that requires rational thinking, creative reasoning, motivation, good

understanding and active participation which requires much interest on the part

of the learner. To arouse this interest demand for practical activities which are

possible only with the proper use of instructional materials. It is assumed that

with the proper use of instructional materials, the abstract nature of mathematics

will be reduced.

For an effective learning of mathematics to take place, the teacher is

charged with responsibilities such as; structuring the course content, selecting

instructional materials for teaching, direct students activities in the classroom,

applying basic instructional strategies for easy understanding, utilizing visual

aids in teaching, employing variety of teaching methods, employing group

interaction techniques, reinforcing learning through rewards, directing students

group project directing laboratory instruction, and enforce stimulus variation.

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2.3.1 Appropriate Selection and use of Instructional Materials

Selection and use of instructional materials in a way that are compatible

with the interest of students must be done by the mathematics teacher. He is

expected to consider the cognitive, affective and the psychomotor outcome of

the subject and the topic in particular in selecting the instructional materials.

These instructional materials help the teacher in making mathematical concepts

and skills more meaningful and understandable to the learner.

Ashworth (1981) asserts that instructional material s, otherwise known as

teaching aids, are animate or inanimate objects that assist the teacher in making

mathematical concepts and skills more meaningful and understandable to the

learner. He contends that the successful use of the instructional materials and its

relative cognitive achievement of the learner that informs the government to

insist on improvisation of teaching aids incase the real materials are not

available. Damisa (1987) comments that for a mathematics teacher to achieve

his objective in the classroom he must find other devices and also the time

allocated to mathematics will most at times be divided into seeing, feeling,

hearing, and using those devices provided. This clearly defines strategies and

procedures to be adopted by a mathematics teacher in the classroom to achieve

his set goals and behavioural objectives.

Ebuwa (1987) asserts that for Nigeria to progress successful in

technology, we must embrace instructional materials fully in our educational

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system. This implies that the wish to learn must come from the students and to

have that wish stimulated, instructional materials must be present.

According to Ivowi (1993), good teaching and use of relevant techniques

are role which the teachers need to play to arose and sustain the interest in

students. He however concluded that, it is not easy to achieve this, it call for

more commitments on the part of the teacher with strong determination to

motivate students interest in mathematics.

It is observed from the views given by some authors and scholars above

that proper use of the instructional materials reduce the abstract nature of

mathematical concepts to concrete level that can easily be understood by our

secondary school students.

Teachers who keep learners motivating strategies firmly in mind will

select adequate instructional materials that will help concretize the learning

process.

2.3.2 Improvisation of Instructional Materials to Facilitate Teaching and

Learning of Mathematics.

Teaching has often been thought of as a creative performance. Although

comparisons with performance were originally intended to emphasize teacher

creativity, they have become associated instead with contemporary reform

efforts towards scripted instruction that deny the creativity of teachers. It is

important to note that improvised instructional materials can be made from local20

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materials sometimes found within and outside the school premises. It is the duty

of the teacher to coordinate the students to develop and construct instructional

materials from the local materials as it affects teaching and learning processes.

This can occur when teacher(s) leads students to places of interest. During such

visit materials can accidentally be seen, designed, developed and carried to the

school or classroom for instructional purposes (National Teachers Institute

course book, 2000).

2.4 The Counselling Role of a Mathematics Teacher.

The mathematics teacher as a counsellor is charged with the

responsibility of guiding his students by rendering services such as: good

orientation programmes, educational and career counselling of students, coping

with students adjustment problems, and students appraisal.

2.4.1 Provision of Orientation Programmes.

Orientation services are needed for newly admitted students and those

students who had been diagnosed by either the school counsellor or the

mathematics teacher and found wanting in one way or the other. Students who

have just been admitted to secondary school, especially Junior Secondary need

to be properly oriented towards the new school and social environment in order

that they may be adequately adjusted.

This adjustment is necessary for successful learning because they need to

be acquainted with new demands in terms of responsibility, mode of studying,

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and way of acting, pattern of association and so on. Even the students going to

senior secondary school should not be left out because they are also going to

face new challenges in terms of coping with a different curriculum which is

more comprehensive in nature and wider in perspective. At this point, students

should b made to understand the importance of mathematics and English

language in their academic Journey.

The success of any educational system depends largely on the quality,

quantity and commitment of the teachers engaged in the system as well as

students personal efforts among others, Fidelis (2003).

No wonder, Denga (1997), says that the fundamental problem in fostering

mathematics education is the fact the name mathematics scares students.

2.4.2 Educational and Career Counselling of Students.

One of the most important things a student does is to study and pass his

examinations and he can only receive this encouragement through education

guidance. In doing this, the counsellor seeks to help students to:

Cultivate good study habits and skills which are in dispensable both at the

junior and senior secondary school level.

Identify and extract major points from textbooks.

plan properly their reading time, recreation and leisure.

Identify areas of difficulty in their subjects especially mathematics.

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select conducive learning environment and prepare for examination.

The mathematics teachers as a counsellor to his students is here by

charged with the responsibility of interviewing students to ascertain their

localities and family background and other factors that might affect their choice

of career.

He organizes seminars and conference relating to the students areas of

interest to help them make occupational decision. Students who found to have

interest in reading engineering courses at higher level should at the point be

encouraged to be mathematical inclined.

2.4.3 Coping with Students Adjustment Problems

Some students usually bring into the school or classroom, some certain

maladaptive behaviours which need to be modified, if not changed, for example,

acts of cruelty, kleptomania (obsessive willingness to steal not because of

poverty), truancy, cheating, personal hatred for subjects like mathematics, and

so on. These and other similar misbehaviour tend to hinder successful academic

achievement and overall personality development of such students. The teacher

who is supposed to be a counsellor to his students is therefore expected to

identify such students, subject them to certain test and interpret this test for the

right application in solving their academic and vocational problems.

Teachers have a great part to play in the effectiveness of any subject (Simon,

1983:33). But when this fact is not realized by the teacher, inefficiency in the

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teaching became possible, it is however worthy of note here that, Simon was

only trying to describe the lukewarm attitude of many mathematics.

2.4.4 Students Appraisal

According to the National policy on Education, continuous assessment

should be adopted as the mode of appraising the extent to which learning

objectives are being achieved. By this system, mathematics teachers should

adopt variety of instrument to gather data on cognitive, affective and

psychomotor behaviour of his students.

Schiboli (1981) found that teachers made no systematic attempt to teach

towards affective objective.

2.5 Constraints to the Promotion of Students Interest in

Mathematics

There are quite a number of factors militating against students interest in

mathematics; among which are the following: Lack of instructional materials,

poor method of teaching, examination malpractice and lack of trained

mathematics teachers.

Researchers have reviewed that the teacher factor and that of the

instructional/methods are the paramount factor is out of the several factors

militating against students interest in mathematics.

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It can be observed that the general factor is that of a teacher according to Utule

(2002), a teacher is one who is trained in the act of impacting knowledge to the

students.

Orhungur (1990) described the teacher as a facilitator of learning who

constantly tried to be the head of learners and help them to meet their needs; he

insisted that the teacher was very important to the success of students in the

schools.

The National Policy on Education (1998) stated that no educational level can

rise above the quality of her teachers, so, teachers of mathematics at secondary

school level should be people who are well trained to offer quality teaching.

2.5.1 Lack of Instructional Materials

According to the National Teachers Institute (2006) instructional

materials generally aid teaching and learning and make it more efficient. The

effective use of instructional materials is of greater importance to both the

teacher and the students in the following ways;

Gain and hold the attention of the learner.

provide visual aspect to a process or technique.

Focus attention on highlights of key points.

create impact

Facilitate the understanding of abstract concepts.

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Stimulate reality.

Generally, we say that the use of both local and modern instructional

materials help to concretize the learning process. These instructional materials

could either be in the form of printed/reading materials, visual materials,

teaching machines, or community resources such as places of interest,

educational facilities, and health facilities and so on.

2.5.2 The use Inappropriate Teaching Method.

The careful selection and use of teaching method is of greater effect to

the learner. These teaching methods vary with topics and even subjects.

Mathematics is a subject that needs more than one method of teaching if

Ngumei (1983) opined that there is actually no simple best method of teaching

rather it is most desirable that teachers be aware of the various methods of

teaching. The implication here is that the adoption of a particular method

depends on the type/level of class; nature of instructional unit; facilities

available; maturity and experience of students as well as their interest.

Ukeje (1979) supporting this view noted that, teachers occupy a very

prominent position in the education system.

2.5.3 Examination Malpractice.

Many mathematics students today cannot answer simple question in

mathematics correctly but in their bid to get at least a credit in mathematics,

bribe examiners and supervisors who allow them to copy from textbooks,26

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colleagues or employ some persons to write for them all in an effort to earn a

good certificate. In fact, some school principals and mathematics teachers

dictate and write answers on the chalkboard for students to copy.

Bamanja and Attah (2001) itemized the following forms of malpractice in

Nigerian school system; they include impersonation, mass cheating of various

types, leakages; assault and intimidation. Others are, collusion, bribery,

Examination fund raising, passing papers in the halls, Expo and use of G. S.

M. And so on.

Unfortunately despite the fact that legislation has been passed to stop this ugly

trend, the evil continues to foster because those saddled with the responsibility

of abating it are culprits themselves. This has imposed a lot of negative

achievement of passing with better grade without knowing anything in with

students has taken away their examination malpractice identified with students

has taken away their interest or desires towards learning of mathematics.

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2.5.4 Lack of Qualified Teachers.

It is observed that, very few lucky schools have trained teachers in

mathematics. Students complain about mathematics teachers who teach

mathematics with a lot of tears. Students hate such teachers as well as the

subject they teach. The worse thing to happen to a student is to hate a bad

teacher who cannot encourage him in the classroom to learn.

Cooney (1975:5) says that students find the subject mathematics

difficult when it is taught by a teacher who cannot explain clearly, who cannot

make expectation definite, who does not review or does not assign.

Ozigbo and Igbokwe (1994) report that some teachers do not understand the

mathematics content they teach.

Researchers in the fields reviewed that students handled by such teachers

hate mathematics to the core. They do not just like hearing the word

mathematics owing to the bad image/foundation laid by these I can teach

teachers. In order to improve the standard of education, several attempts have

been made through National Policy on Education; such attempts as setting the

minimum standard or qualification for teaching mathematics at primary, junior

secondary and senior secondary levels respectively.

During the conference on mathematics held by twelve (12) states in

Enugu in (1980) as reported by Oguma (1991:34) it was decided that, a

qualified teacher for post primary schools be a person with minimum

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qualification of NCE in mathematics, Bachelors Degree (B. Sc) in mathematics

with post graduate diploma in education, (B. Sc (Ed) in mathematics. These

persons will be better equipped to teach mathematics at the senior secondary

school level.

2.6 Summary of the Reviewed Literature.

The literature review has been done under the following sub-headings:

theoretical framework, the mathematics teacher, the instructional role of a

mathematics teacher, the counselling role of a mathematics teacher and

constraints to the promotion of students interest in mathematics.

Under theoretical framework, it was seen that teachers differ in their

attitude, interest, values and motivation; their cognitive organization and

problem solving ability. Also that learning materials should be organized in

order of hierarchy from simple to complex.

The review also considered mathematics teachers attitude and should the

non-chalant attitude of some mathematics teachers today causes gross

inefficiency in learning mathematics thereby discouraging students from

picking interest in is learning.

Based on the instructional role of mathematics teacher, the review

revealed that students lack of interest in mathematics is as a result of

mathematics teachers inability to employ appropriate teaching method that will

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be appealing to students and proper use of instructional materials (teaching aids)

to stimulate their interest.

Also, it has been reviewed that students mostly do not really understand

the importance of mathematics in their daily activities and such ignorance as a

result of improper or inadequate orientation may subsequently inform their

negative attitude towards the subject.

Conclusively, it will be of great importance to look into factors that are

responsible for teachers attitude.

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CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter is a detailed description of the general procedure used in this

study. The procedure for the study was discussed under the following sub-

headings; research design, area of the study, population of the study, sample and

sampling technique, instrument of the study, method of data collection, method

of data analysis, instrument of the study, as well as validation and reliability of

the instrument.

3.1 Research Design

Survey design was adopted for the study. This is because of the fact that,

the researcher had no control over the variables involved, was considered (that

is the roles that must have been played by the mathematics teachers during

school activities). The researcher used the questionnaire for data collection

which he did by visiting the sampled schools personally.

3.2 Area of the Study

The study was carried out in Kwande Local Government Area of Benue

state. The local government is one of the largest and most populated in the state.

The local government is located in Zone A geographical zone of Benue state.

The local government is bounded to the East by Cameroun Republic/Taraba

state, to the West by Cross-River State, to the South by Cameroun/Cross-River

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State and to the North by Vandeikya/Ushongo local governments. The local

government is endowed in the area of agriculture, particularly in the production

of rice, cassava, yam, groundnuts, bambara nuts and other items. Farmers also

engage in the cultivation of economic trees. The local government is rich in

farm produce. The local government under study has a total of fifty one (51)

secondary schools; forty one (41) government-approved and ten (10) un-

approved.

3.3 Population of the study

The target population for this study was all secondary schools in Kwande

Local Government Area of Benue state with focus on senior secondary two

(SS2) students and their mathematics/science teachers.

3.4 Sample and Sampling Techniques

A simple random sampling technique was used by the researcher to arrive

at the choice of eight (8) individual schools out of the fifty one (51) schools as

well as the ten (10) students of SS2 from each of the sampled schools. The

researcher used the simple random sampling technique. Names of schools were

wrapped in pieces of paper and eight (8) schools were randomly drawn. Also,

names of SS2 students from each of the sampled schools were wrapped in

pieces of paper to select the ten (10) students {that is eighty (80) students were

used}. Two mathematics teachers of SS2 students from each of the eight

sampled schools were used for the study which gives a total of sixteen (16)

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teachers. The selected schools include: Government Secondary School,

Anwase; Holy Family Catholic Secondary School, Jato-Aka; N. K. S. T.

secondary school, Adikpo; Landmark International Model College, Adikpo;

Adikpo Comprehensive College, Adikpo; St. Marys Secondary School,

Adipko; Sacred Heart Secondary School, Adikpo; and Wantor Model College,

Adikpo.

The researchers choice of this sampling technique is considered

appropriate because the sample is a representation of the entire population of the

study since every element in the population has equal chance of being included.

3.5 Instrument for the Study

The instrument used for the study was the questionnaire. A fifteen (15)

item questionnaire was administered to science teachers involved, and also a

twenty (20) item questionnaire was drawn for those SS2 students involved. Both

the science teachers questionnaire (STQ) and the student questionnaire (SQ)

used the four point Likert scale in the form of Strongly Agree (weighted four

points), Agree (three points), Disagree (two points) and Strongly Disagree (one

point). There are few items on the students questionnaire that used Yes or

No option. The questionnaire covered some major areas which include

personal information of the student on the subject, mathematics teachers

counselling and instructional role in promoting students interest in

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mathematics, factors and strategies discouraging and promoting students

interest in mathematics.

3.6 Method of Data Collection

Instruction used for the study was personally administered by the

researcher. He then collected the treated instruction from the respondents few

hours later to ensure that none of the administered instrument got missing. This

was made possible because of the manageable size of sample used for this

study. Again, the personal involvement was aimed at a near hundred percent

(100%) retrieval of the instrument administered.

3.7 Method of Data Analysis

The analysis of data collected was done using descriptive statistics of

mean and standard deviation, and percentages to answer the research questions

asked. For a decision to be made, a cut off mean point of 2.5 and above, as well

as the option with greater percentage were considered appropriate.

This is because the mean of a four point scaled instrument used for this

study is 2.5 and the greater percentages from the percentage measured from the

Yes or No items normally determines ones result. Therefore any item that has

the mean less than 2.5 or the less percentage is considered disagree and any

item with mean 2.5 and above is considered agreed.

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3.8 Validation of the Instrument

The validation of the instrument used for this study was done by the

supervisor of this research work. During validation, the questionnaire

instrument was screened to ensure the questions were relevant to the research

topic and capable of answering the research questions formulated.

3.9 Reliability of the Instrument

The instrument used for the study was reliable owing to its consistency.

This is because it measured whatever it was to measure. The researcher, in an

attempt to establish the reliability of the instrument, first carried out a pre-test to

ensure its reliability. He further analyzed the data generated from each of the

sampled schools separately and in comparison, observed that the results were

almost the same. And when the data from the entire sampled schools were

analyzed, the result was still in the same range as the one that was analysed

separately.

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CHAPTER FOUR

DATA PRESENTATION, ANALYSIS, INTERPRETAATION AND

DISCUSSION OF FINDINGS.

4.0 Introduction

This chapter is discussed under the various research questions asked.

4.1 Research Question One.

What is the instructional role of mathematics teachers in promoting youth


The answer to this question is presented in table 1a and 1bbelow:

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Table 1a: Science Teachers Responses on the Instructional Role of

Mathematics Teachers in Promoting Youth Interest in Mathematics in

Secondary Schools

S/ ITEMS SA

4

A

3

D

2

SD

1

F FX S(Sd) Remark

1 The use of instructional

aids is necessary in the

promotion of students

interest towards

mathematics

15 1 0 0 16 63 3.93 0.06 Agreed

2 The teaching methods

applied by mathematics

teachers influence

students interest in

mathematics

10 5 1 0 16 60 3.75 0.41 Agreed

3 Turning a mathematics

class into a discussion

class affects the

teaching of mathematics

2 7 5 2 16 41 2.56 0.75 Agreed

4 Students will have more

interest in learningmathematics if

instructional materials

are properly used

12 3 1 0 16 59 3.69 0.34 Agreed

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From the science teachers respondents in table 1a above, it could be observed

that items 1 to 4 are positively cued having mean scores ranging from 2.56 to

3.93 with their standard deviation ranging from 0.06 to 0.75. These mean scores

are above the cut off point for decision making. This implies that the

respondents agreed with the items and their level of agreement is very close as

indicated by the standard deviation.

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Table 1b:Students Respondents on the Instructional Role of Mathematics

Teachers in Promoting Youth Interest in Mathematics in Secondary

Schools.

S/ ITEMS SA

4

A

3

D

2

SD

1

F FX S

(Sd)

Remark

1 Students will have

more interest in

learning

mathematics if

instructional

materials are

properly used.

51 24 3 2 80 286 3.58 0.47 Agreed

2 Students can be

motivated to studymathematics with

teaching aids

40 33 5 2 80 271 3.39 0.51 Agreed

3 Students can be

motivated to study

mathematics if themathematics teacher

can attend to their

questions

47 24 5 4 80 274 3.43 0.67 Agreed

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Table 1b, which is on students respondents, shows that items 1 to 3 are

positively cued having mean score ranging from 3.39 to 3.58 with their standard

deviation ranging from 0.47 to 0.67. These mean scores are above the cut off

point of 2.50 for decision making. This implies that the respondents agreed with

the items and their level of agreement is very close as shown by the standard

deviation.

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4.2 Research Question Two

What is the counselling role of the mathematics teachers in promoting youth

interest in mathematics?

The answer to the research question is presented in tables 2a, and 2b below:

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Table 2a:Science Teachers Responses on the Counselling Role of

Mathematics Teachers in Promoting Youth Interest in Mathematics.

S/ ITEMS SA

4

A

3

D

2

SD

1

F FX S(sd) Remark

1 Motivation is a

necessary ingredient

in promoting


mathematics

12 3 1 0 16 59 3.69 0.34 Agreed

2 Inability to carrystudents along by the

mathematics

teachers affects the

teaching of

mathematics

6 10 0 0 16 54 3.38 0.23 Agreed

3 The encouragement

of the students by

the mathematics

teacher can motivate

students in learning

mathematics

5 11 0 0 16 53 3.31 0.21 Agreed

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From table 2a above, it could be observed that items 1, 2 and 3 are positively

cued having mean scores ranging from 3.31 to 3.69 with their standard

deviation ranging from 0.21 to .034.

These mean scores are above the cut off point of 2.50 for decision making. This

implies that the respondents agreed with the items and their level of agreement

is not far from each other.

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Table 2b:Students Responses on the Counselling Role of Mathematics

Teachers in Promoting Youth Interest in Mathematics.

S/ ITEMS SA

4

A

3

D

2

SD

1

F FX S(sd) Remark

1 Mathematics

should not be a

compulsory

subject

19 7 11

`

43 80 238 2.98 1.57 Agreed

2 Our daily

activities involvemathematics

49 18 6 7 80 269 3.36 0.91 Agreed

3 The

encouragement of

the students by the

mathematics

teacher can

motivate the

students to learn

mathematics

55 18 6 1 80 287 3.59 0.47 Agreed

YES NO YES

%

NO% Remark

4 Do you like

mathematics?

73 7 91.2

5

8.75 Agreed

5 Do you like seeing

your mathematics

teacher?

75 5 93.7

5

6.25 Agreed

6 Do you believe

that your future

education depends

on mathematics?

57 23 71.2

5

28.75 Agreed

7 Do you feel happy

any time you have

mathematics

class?

67 13 83.7

5

16.25 Agreed

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From table 2b above, it could be noted that item 1 is negatively cued having a

mean score of 2.98 with a standard deviation of 1.57 while items 2 and 3 are

positively cued having the mean score of 3.36 and 3.59 with respective standard

deviation of 0.91 and 0.47. Here, also, the mean scores are above the cut off

point for decision making. This implies that the respondents agreed with the

items. Their level of agreement is not far from each other as indicated by their

standard deviation. On the same table, it could be observed that students

responses on items 4, 5, 6, and 7 show that many students live both mathematics

and mathematics teachers and they also believe that their future education

depends on mathematics while few students do not know the impact of

mathematics in their educational pursuit and therefore developed hatred on both

mathematics as a subject and mathematics teachers.

4.3 Research Question Three.

What are the factors that discourage youth (students) interest in mathematics in

secondary schools?

The answer to this research question is presented in table 3a and 3b below:

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approachable

7 The insultive posture

of the mathematics

teacher on a

students failure to

answer question

affects the student.

4 10 1 1 16 49 3.06 0.56 Agreed

8 If a mathematics

teacher is harsh to

students, the students

will hate the subject.

8 8 0 0 16 56 3.50 0.25 Agreed

9 Inability to carrystudents along by the

mathematics teacher

affects the teaching

of mathematics

6 10 0 0 16 54 3.38 0.23Agreed

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From the science teachers respondents in table 3a above, it could be observed

that all the items in the table are positively cued having mean scores ranging

from 3.06 to 3.75 with their standard deviation ranging from 0.23 to 0.61

These mean scores are above the cut off point for decision making. This implies

that the respondents agreed with the items and their level of agreement is very

close as indicated by the standard deviation.

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Table 3b:Students Responses on the Factors that Discourage Youth

Interest in Mathematics in Secondary Schools.

S/ ITEMS SA

4

A

3

D

2

SD

1

F FX S(sd) Remark

1 Students are

affected if their

mathematics teacher

is not approachable.

45 18 10 7 80 261 3.26 0.97 Agreed

2 If a mathematics

teacher is harsh tostudents, the

students will hate

the subject

56 13 7 4 80 281 3.51 0.72 Agreed

3 When a

mathematics

teachers classifies a

student as block

headed, it makes the

students to losehope in himself and

limit his learning

45 13 12 10 80 253 3.16 1.19 Agreed

4 If a mathematics

teacher is fond of

not marking

assignments, it

affects students

learning

45 28 4 3 80 275 3.44 0.57 Agreed

5 The insultive

approach of a

mathematics teacher

cannot motivate

students in learning

mathematics

38 19 11 12 80 243 3.04 1.21 Agreed

YES NO YES% NO%

6 Does your

mathematics teacher

agree to explain

78 2 97.50 2.50 Agreed

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something in

mathematics to you

whenever you have

difficulty?

7 Do your parents

provide you with

enough

mathematics

materials like;

mathematical set,

ruler, and

mathematics

textbooks?

71 9 88.75 11.25 Agreed

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From table 3b, it could be observed that item 1 to 5 which use Likert scale are

positively cued having the mean scores ranging from 3.04 to 3.51 with their

standard deviation ranging from 0.57 to 1.21. These mean scores are above cut-

off point of 2.50 for decision making. This implies that the respondents agreed

with the items and their level of agreement is not far from each other as

indicated by the standard deviation. On the same table, item six (6) and seven

(7) from Yes or No response shows that many mathematics teachers and parents

do motivate their students and children towards the study of mathematics.

4.4 Research Question Four

What are the strategies that could be adopted to promote students (youth)


The answer to this research question is presented below in table 4a and s4b.

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Table 4a:Science Teachers Responses on the Strategies that Could Be

Adopted to Promote Students Interest in Mathematics in Secondary

School.

S/ ITEMS SA

4

A

3

D

2

SD

1

F FX S(sd) Remark

1 A well equipped

mathematics laboratory

is necessary for the

effective teaching of

mathematics

8 6 2 0 16 54 3.38 0.48 Agreed

2 Motivation is a

necessary ingredient in

promoting students

interest in mathematics

12 3 1 0 16 59 3.69 0.34 Agreed

3 The teaching method

applied by mathematics

teachers influence


mathematics

10 5 1 0 16 60 3.75 0.41 Agreed


interest in learning

mathematics ifinstructional materials

are properly used.

12 3 1 0 16 59 3.69 0.34 Agreed

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From the table 4a above, observation has shown that all the items are positively

cued having mean scores ranging from 3.38 to 3.75 with standard deviation

ranging from 0.34 to 0.48. These mean scores are above the cut off points for

the decision making. This implies that the respondents agreed with the items

and their level of agreement is not far from each other as shown by the standard

deviation.

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Table 4b:Students Responses on the Strategies that could be Adapted to

Promote Youths (Students) Interest in Mathematics in Secondary

Schools.

S/ ITEMS SA

4

A

3

D

2

SD

1

F FX S(sd

)

Remark



if instructional

materials are properly

used.

51 24 3 2 80 286 3.58 0.47 Agreed

2 Students can be

motivated to study

mathematics with

teaching aids.

40 33 5 2 80 271 3.39 0.51 Agreed

YES NO YES% NO% Remark

3 Does the school award

prizes to the best

students in

mathematics?

53 27 66.25 33.75 Agreed

4 Do you have

mathematics club in

your school?

47 33 58.75 41.25 Agreed

5 Does your mathematics

teacher regularlyorganize mathematics

quiz competition in

your school?

32 48 40.00 60.00 Agreed

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From the analysis presented in table 4b, it could be observed that item 1

and 2 are positively cued with mean scores of 3.58 and 3.39 respectively and

their standard deviation is 0.47 and 0.51.

These mean scores are above the cut off points of 2.50 for decision making.

This implies that the respondents agreed with the items and their level of

agreement is very close to each other as indicated by the standard deviation.

On the same table, items 3 and 4 from Yes or No response shows that

many schools do motivate their students to study mathematics while few school

do not motivate their students towards mathematics. It is also observed that item

5 has clearly shown that students are not motivated by their mathematics

teachers towards the study of mathematics.

4.5 Major Findings

From the results of the analysis of data from the study, the following major

findings were made:

(i) Students will have more interest in learning mathematics if instructional

materials are properly used.

(ii)The teaching methods applied by mathematics teachers influence


(iii) Words of encouragement from the mathematics teachers will

encourage the students in the learning of mathematics.

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(iv) Emphasizing the impact of mathematics on students academic pursuit

by the mathematics teachers will promote students interest in

mathematics.

(v) Students are affected if their mathematics teacher is not approachable.

(vi) If a mathematics teacher is harsh to students, they will hate the subject

(mathematics).

(vii) Motivation is a necessary ingredient in promoting students interest in

mathematics.

(viii) A well-equipped mathematics laboratory is necessary for the effective

teaching and learning of mathematics.

4.6 Discussion of Findings

So far, it is obvious that the mathematics teachers cannot be overlooked

in the teaching of mathematics in schools and the promotion of students

interest towards it. The finding of this study that the proper use of instructional

materials and teaching method by the mathematics teachers promote students

interest towards learning of mathematics is worth reviewing. This finding is

actually agreed with Ivowi (1993), good teaching and use of relevant techniques

are roles which teachers need to play to play to arouse and sustain interest in

students.

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It has also been discovered that, there exists mathematics teachers

attitude that motivates and encourages students to the learning of mathematics.

Durojaije, Ajie and Aiye (2005) who found that the role of teachers in

motivating students interest in mathematics is enormous. Although learners

have complete responsibility for what they learn; they are to be guided by their

teachers in the quest for knowledge.

The findings of this study also shows that teachers unapproachable

attitude and harshness affect the way and manner students learn mathematics as

reviewed by Schifter (1991), who said that teachers need to understand that

their action in the classroom affects how well their students learn mathematics.

Josh (1998), equally found that mathematics teachers who see students or talk to

students with derogatory statement eventually affect their mathematics learning.

The adoption of motivational strategies such as well equipped

mathematics laboratory by the Ministry of Education, organization of prize

awarding ceremonies for best students in mathematics by the school authority

and regular organization of debate and quiz competition among students by the

mathematics teachers is necessary to promote students interest in mathematics.

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CHAPTER FIVE

SUMMARY, CONCLUSION, RECOMMENDATIONS AND

SUGGESTIONS

5.0 Introduction

In this chapter, the summary, conclusion, and recommendations as well

as suggestions for further research were drawn out.

5.1 Summary

The research was actually carried out to determine the role of

mathematics teachers in promoting students (youth) interest in mathematics in

secondary schools. The study area was Kwande Local Government Area of

Benue State. Four research questions were asked. The researcher carried out an

extensive review of related literatures. Survey research design was adopted for

the study. The instrument of the study was a four point Likert scale and Yes or

No questionnaire named Science Teachers Questionnaire (STQ) and Students

Questionnaire (SQ) with 15 items and 20 items respectively. The face and

content validation of the instrument was done by the supervisor of this research

work. The target population for this study was all SS2 students and all

mathematics/science teachers of SS2 in Kwande Local Government Area. The

study was actually done on sixteen (16) science/mathematics teachers of SS2

and eighty (80) SS2 students who were selected randomly across all the

sampled schools in Kwande Local Government Area. The data collected was

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analysed using descriptive statistics of mean and standard deviation. Some

major findings were made from the result obtained from the data analysis.

Some of these findings include the following:

(i) Students will have more interest in learning mathematics if instructional

materials are properly used.

(ii) The teaching method applied by mathematics teachers influence

students interest in mathematics

(iii) Emphasizing the impact of mathematics on students academic pursuit

by the mathematics teachers will promote students interest in

mathematics

(iv) A well-equipped mathematics laboratory is necessary for the effective

teaching and learning of mathematics.

The work is majorly divided into five (5) chapters with one looking at the

major introductory aspect, two dealing with review of related literatures, three

with the method of findings, four where the analysis of data collected was

presented and finally five deals with the conclusive part of the study.

5.2 Conclusion

Considering the result obtained from this research work, it is correct to

conclude that mathematics teachers have significant role to play in determining


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This is because from the research question asked in chapter one and the

information gotten from the analysis and interpretation of data in chapter four, it

has revealed that mathematics teachers attitude and interest determine students

interest towards learning of mathematics. Also, that mathematics teachers

instructional role of using appropriate teaching methods and instructional

materials as well as counselling role of motivation is needed in the promotion of


Based on the data analysis in chapter four, major findings were made including

the following:

(i) The teaching method applied by mathematics teachers influence students

interest in mathematics.

(ii)Words of encouragement from the mathematics teacher will encourage

the students in the learning of mathematics.

(iii) Students are affected if their mathematics teacher is not approachable.

(iv) A mathematics teacher can motivate students to learn mathematics by

the use of teaching aids.

5.3 Recommendations

Based on the findings of the study, the researcher made the following

recommendations:

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(i) In the secondary school educational setup, emphasis should be given to

the provision of instructional materials because these help teachers in

functioning effectively and also the students interest and

understanding will be enhanced.

(ii) Government through Teaching Service Board an extra ministerial

department of Ministry of Education in Benue State should organize

seminars, workshops and in-service courses for mathematics teachers

regularly to improve their services and update students performance.

(iii)Special attention should be given to mathematics as a subject and the

Government should give scholarship to mathematics education

students as a motivational tool to promote students interest towards

learning of mathematics.

(iv)Mathematics or science teachers in general should emphasize the

importance of mathematics on students academic pursuit. If

secondary school students are properly taught the importance of

mathematics in their academic journey by their mathematics teachers,

their interest and performance in mathematics will be encouraged.

(v) Special attention should be given to mathematics teachers by government

and the school authority in the form of mathematics teachers

allowance as source of motivation to boast their morale and enhance

their commitment to duty.

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(vi) The school authority should not overload the mathematics teacher

instead, they should be given chance prepare for their lesson all the

time.

(vii) School authorities should endeavour to allocate money for the

purchase of materials to be used as teaching aids.

5.4 Suggestion for Further Study

Another study should be carried out on who is a mathematics teacher?

Also a study with a similar perspective different from the mathematics concept

under focus could be conducted.

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REFERENCES

Adejoh, M. J and Iji, C. O. (2007).Innovation in Teaching and Learning,

Makurdi: Adeka printing and publishing company Ltd.

Ashworth, A. E. (1981). A book on the teaching of mathematics London:

Oxford University Press, London.

Clark, C. M and Peterson, P. L. (1986): 1 In M.C Withrock (Ed),Handbook of

Research on Teaching(3rd Ed) (pp. 255296). New York: Macmillan.

Damisa, R. B. (1987). The use of aids in mathematics teaching and learning in

Nigerian primary and secondary schools. STAN 28th Annual conference

proceedings, Mushin Lagos; 26127

Denga, D. I. (1997), Science and Mathematics as key Nigerians technological

Boom in 21st century.Akamkpa Journal of Science and Mathematics

Education (1992: 2747).

Durojaiye, M. O., Ajie, I. And Aiyegbusi, S. M. (2005). Motivating Students

Interest in Science, mathematics and Technology by linking their concepts

to real life.Internal Journal of Research in Education. 29(1), 123126

Ebele, N. T. (2001). Teaching as a calling and not as a profession. Journal of

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effective Teaching, 2(1), 29

Ebuwan, S. E.(1987).Stress on use of Teaching Aids, Nigerian Observer, June

9, pp. 26

Erickson, H. I. (2001) Concept Based Curriculum and Instruction. Thousand

Oaks, C. A: Corwin.

Feldman, A and Kropt, A. (1999). Teacher; A Curriculum Decision Maker;

the selection of topic for high school Physics.Journal of Curriculum and

Supervision, spring 1999. Retrieval. March 28, 2008 from Proquest Data

Base.

Flanders, M. A. and Simon, A. (1969). Teachers Effectiveness. In R. L Ebel

(Ed),Encyclopaedia of Educations Research (4th Ed) New York: Macmillan

(pp. 14231437).

Good, T. L. (1987). Teacher Expectations In D. C. Berliner and B. U Rosen

(Eds) Talks to Teachers. (pp. 159200). New York. Mc GrawHill.

Harold, N. Z. (2004) Isolation and its implication International Journal of

Teaching and Learning. 1(2), 4149.

Ivowi, W. I. (1993). Current Research trends in the Teaching and Learning of

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Science The West African Journal of Education 1(3).

Joseph, C. O. (2001).International Journal of Teaching and Learning. In

Gagne, (1965). Theory of learning and implication for teaching. 2(1),

3439.

Kaaor, S. A. (1987). Using Instructional Materials to improve the poor

mathematics background of pupils at the primary school level Unpublished

NCE project, College of Education, Katsina-Ala.

LASSA, P. N (1984). The sorry state of Mathematics Education in Nigeria.

An inaugural address, University of Jos.

Ogbonna, O. (1986). Implementing Continuous Assessment in Secondary

School Mathematics, Physics and Integrated Science. A paper delivered at

a National Workshop on Continuous Assessment in Mathematics and

Physics, University of Jos, 6 September, 1986.

Ryam, K. and Philips, D. H. (1982). Teachers characteristics in H. E. Milzel

(Ed).Encyclopaedia of Educational Research (5th Ed) (pp. 18691876).

New York Free Press.

Simon, H. A. (1983) Mathematics Methods for schools and Teachers training

Colleges, Ibadan: Pack Limited.

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APPENDIX I

Department of Science Education,

Federal University of Agriculture,

P. M. B. 2373, Makurdi,

Benue State.

Dear Respondent,

An appeal for response to research Questionnaire

I am a final year student of the Department of Science Education, reading

Mathematics/Computer Science in the above named institution. I am presently

carrying a out a research on the Role of mathematics teachers in promoting

youth interest in mathematics in secondary schools in Kwande Local

Government Area of Benue State.

I will be grateful if you could kindly fill this questionnaire promptly. All

information supplied will be treated in strict confident.

Thank you for responding.

Yours faithfully,

Iorpuu T. Nathaniel

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APPENDIX II

QUESTIONNAIRE FOR SCIENCE TEACHERS IN SECONDARY SCHOOLS

IN KANDE LOCAL GOVERNMENT AREA OF BENUE STATE

SECTION A: PARTICULARS OF THE RESPONDENT

Name of Respondent..............................................................................................

Name of School......................................................................................................

Sex....................................................................... Date..........................................

Area of specialization (a) Mathematics (b) Others (mention)...............................

SECTION B

Tick the appropriate code that best satisfies your conscience.

S/ ITEMS Strongly

Agree

(SA)

Agree

(A)

Disagree

(D)

Strongly

Disagree

(SD)

1 The use of instructional aids is

necessary in the promotion off

students interest towards

mathematics

2 A well-equipped mathematics

laboratory is necessary for the

effective teaching of mathematics

3 Students truancy and social

inclination and consciousness

affect their interest in

mathematics

4 Motivation is a necessaryingredient in promoting students


5 Students interest in mathematics

enhances their positive attitude

towards the subject.

6 Students negative attitude

towards mathematics is one of the

major factors responsible for theirpoor performance in

mathematics.

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7 The teaching methods applied by

mathematics teachers influence

students interest in mathematics

8 Lack of qualified mathematics

teachers in schools causes

students negative attitude

towards mathematics

9 Students are affected if their

mathematics teacher is not

approachable

10 The insultive posture of the

mathematics teacher on astudents failure to answer

question affects the students.

11 If a mathematics teacher is harsh

to students, the students will hate

the subject

12 Turning a mathematics class into

a discussion class affects

students learning13 Inability to carry students along

by the mathematics teacher

affects the teaching of

mathematics

14 Students will have more interest

in learning mathematics if

instructional materials are

properly used

15 The encouragement of the

students by the mathematics

teacher can motivate students in

learning mathematics.

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APPENDIX III

QUESTIONNAIRE FOR SECONDARY SCHOOL STUDENTS IN

KWANDE LOCAL GOVERNMENT ARE OF BENUE STATE.

SECTION A (General Information)

Name of the Respondent.......................................................................................

Name of School....................................................................................................

Class...................... Age..................... Sex...................... Date....................

SECTTION B: You either circle of tick appropriate option where necessary

1. Do you like mathematics? (a) Yes (b) No

2. Do you like seeing mathematics teacher? (a) Yes (b) No

3. Does your mathematics teacher agree to explain something in

mathematics to you whenever you have difficulty? (a) Yes (b) No

4. Does the school award prizes to the best students in mathematics? (a) Yes

(b) No

5. Do you believe that your future education depends on mathematics? (a)

Yes (b) No

6. Do you have mathematics club in your school? (a) Yes (b) No

7. Does your mathematics teacher regularly organise mathematics quiz

completion in your school? (a) Yes (b) No

8. Do your parents provide you with enough mathematics materials like

mathematical set, ruler and mathematics textbooks? (a) Yes (b) No

9. Do you feel happy anytime you have mathematics class? (a) Yes (b)

No

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S/ Items Strongly

Agree

(SA)

Agree

(A)

Disagree

(D)

Strongly

Disagree

(S)

10 Mathematics should not be acompulsory subject

11 Our daily activities involvemathematics

12 Students are affected if theirmathematics teacher is not

appropriate

13 If a mathematics teacher is hashto students, the students will hate

the subject

14 When a mathematics teacherclassifies a student as block

headed, it makes the student to

lose hope in himself and limit his

learning

15 If a mathematics teacher is fondof not marking assignments, it

affects students learning.

16 Students will have more interestin learning mathematics if

instructional materials are

properly used

17 Students can be motivated tostudy mathematics with teaching

aids

18 The insultive approach of amathematics teacher cannot

motivate students in learningmathematics

19 Students can be motivated to studymathematics if the mathematics

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