CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

It is widely believed that mathematics is very important to the economic, scientific and political development of any nation. It is because of this common phenomenon that made every nation in the world to make mathematics a compulsory subject in every aspect of educational system. The principles of mathematics are generally understood at an early age. When missed, it give birth to anxiety which includes a feelings of tension, apprehension or fear that interferes with mathematics performance. Mathematics anxiety is a phenomenon that cuts across some students in secondary schools because they tend to miss its principles. Umionyang (1997), referred to mathematics as the foundation for science without which a nation can never be prosperous and economically independent. He further noted that competence in mathematics provides many of the opportunity for personnel required by industry, science, technology and education. Considering the contributions of mathematics to the contemporary world, one would have expected mounting interest on it as a discipline that is truly the language of science and technology but the reverse seems to be the case.

From a personal study carried out, there is poor performance in mathematics examinations. It is ironical that in our pre-science and technologically-oriented world, the youths who would have taken charge of global affairs in the future; the running of industries and the means of production, research laboratories, space technology and international politics are shying away from the very subject that should have adequately prepare them for such roles. The student’s flight in the secondary school is very alarming. We are cognizant of the historical facts that the old indigenous cultures were pacesetters in mathematics and subsequently, made notable scientific discoveries. In Nigeria and Edo State in particular, the students performance in mathematics in secondary schools has continuously reflected poor performance over the years and this perhaps, could be attributed to the various problems associated with the teaching and learning of mathematics in secondary schools,

According to Uwadiae (2009) quoted in punch newspaper, 2009 that seventy seven percent (77%) of the candidates who sat for 2008 West African School Certificate Examination failed to get credit in mathematics. In view of this National challenge, this study sought to find out what could have influenced the problem, since mathematics was introduced into the syllabus with proper study, so many problems have been confronting effective teaching and learning of mathematics like The attitude of students towards the learning of mathematics.Unqualified teachers or using non- mathematics specialists to teach the subject in some Nigeria schools.Lack of learning facilities e.g. mathematics laboratories in school.Lack of appropriate method of teaching mathematics.Overcrowding of mathematics syllabus. The problems associated with teaching and learning of mathematics is seen from the lukewarm attitudes of some mathematics teachers and their ineffectiveness in mathematics education. Lack of student-teacher relationship has also been seen in the environment in which teaching and learning is conducted. Teaching and learning of mathematics in secondary schools is very essential, no doubt because, it is regarded as a yardstick in the development of any nation.

1.2 Statement of the Problem

The importance of mathematics to the world and to a nation’s technology breakthrough has been highlighted in the foregone section. This has been the reason why mathematics is given prominence in the school curriculum and timetable. However, in Edo State, the teaching and learning of mathematics have not been without problems. For some time now, there has been a growing concern over the poor teaching and learning of mathematics with the resultant [poor and falling standard in secondary schools’ student performance in mathematics. The West Africa Senior School Certificate Examination and other related examination body recognized in Nigeria have always indicated decrease in number of passes. In addition, students are likely to attend schools that are poorly constructed with inadequate teaching and learning facilities. The curriculum with an overcrowded syllabus. Most mathematics teachers lack teaching affective characteristic and insufficient teacher training program. On the side of students, is loss of interest in learning mathematics and the teachers not showing enough motivation to arouse student’s interest in learning mathematics? To what extent would all these problems of teaching and learning mathematics affect student performance in mathematics education? All these prompted the researcher to identify problems of teaching and learning of mathematics in some selected schools in Ovia North East Local Government Area of Edo State.