1.1 Introduction
The use of mathematics laboratory helps to integrate theory and practical work in mathematics teaching and learning. 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 (Igbokire, 2000). Mathematics is the foundation of science and technology and the functional role of mathematics to science and technology is so multifaceted and multivarions that no area of science technology without which a nation can never be prosperous and business enterprise escapes its application (Okereke, 2006). The place of mathematics in man’s way of life and development cannot be over emphasized. Generally, mathematics is a very desirable tool in virtually all spheres of human endeavour (Azuka, 2003).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of technical terms.
1.2 Background of Study
In Nigeria, students are taught many mathematics facts, but rarely taught what the mathematics process is and how to employ it. The mathematics process is both a creative and explorative process and the most important face of mathematics. It is the fountain head from which mathematics knowledge flows and a central component of the infrastructure that makes today’s technological and informational world possible. Teaching mathematics should deal with the process and not just confine to transferring the knowledge from the mind of the teachers to notebooks of students through the tip of a pen and for such a phenomena change in teaching of mathematics, a right ambience is required and it is definitely the mathematics laboratory Manjunath (2008).
The importance of mathematics to everyday life justifies the inclusion in the curricula at all the levels of education. There is hardly any human being whether literate or non-literate who does not apply mathematical concepts in everyday life, even though he may not be aware of it. Mathematics can simply be defined as those aspects of human experience and knowledge that involve the concept of number, quantity and space. Over the years mathematicians in formal educational setting have been able to construct abstract concepts into logical, systematic and symbolic terms that involve pattern and precision. Physical observations are often better expressed in mathematical expressions thereby enhancing understanding. There is no doubt that mathematics has come to stay in the educational plan of nations in the world.
It is greatly disturbing, especially to the implementers of mathematics education that despite the prominence and importance of mathematics in all areas of human endeavours, students’ cognitive, affective and psychomotor outcomes in mathematics at all levels of the educational system fall below expectation. The poor performances of students in mathematics at external examinations like Cambridge, senior school certificate (organized by WAEC and NECO), Universities Matriculation Examination (UME), and Polytechnic and Colleges of Education Examination has been on the increase. Many factors have been identified by mathematics educators for the poor students’ achievement in mathematics.
Efforts to improve students’ outcomes in mathematics have led to several studies to determine the predictors of academic performance in mathematics among various groups of individuals. Some of the predictors are learning strategies, age, gender and school location (Christian, 2014), gender, school location and socio-economic status (Alordiah et al., 2015), gender and socio-economic status (Ewumi, 2012), age and gender (Abubakar et al., 2011), sex, age and course of study (Salifu et al., 2017).
According to Andrew (2006) the mathematics laboratory means different thing to different teachers. To some it is a place where students use calculators or computer terminals to solve problems. To others it is a room that is a resource centre – a room for special activities such as tutoring students, working on project, playing games or writing make up tests. Some schools have a special room called a mathematics laboratory to which classes are brought for social enrichment lessons, but for some it is the normal classroom in which they teach their classes every day.
Mathematics laboratory is all about verifying and visualizing mathematical concepts in a fun way through educational aids Okigbo & Osuafor, (2008). When 6 related literature is being examined, it is seen that in developed countries like USA and East Algia Norwich even in India, laboratory instructional strategy has gone a long way enriching school mathematics at primary, secondary and tertiary institutions. India today is rated as the country with the highest collection of highly numerate skilled labour. This is a consequence of that country curriculum in which mathematics laboratory is the integral part of her regular curriculum. The mathematics students can construct a cylindrical shape for instance and handle it to study its shape and the components to convince themselves that the closed cylinder is nothing but the combination of a rectangle and two equal circles. Such student will readily recognize how the formula for the volume and surface areas of cylinder are derived, rather than cramming the formula. The use of laboratory instructional strategy therefore helps create an enabling environment for effective learning of the subject.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Difficulty Levels of Topics in Secondary School Mathematics.
1.3 Statement of Problems
Investigation revealed that the students do not find examination in those topics easy to solve, few students attempt such questions; the few that attempt them usually score low; high achiever in mathematics experience a little difficulty in solving questions on such topics when compared with other topics; Students are prone to various errors in solving such topics; they consist mostly of abstract topics; they are usually found in part two of the theory paper and carry more marks and are usually responsible for the general poor performance in mathematics and if properly taught students will discover that they are not difficult as they suppose.
Many students in post-primary schools today show negative attitude towards the learning of mathematics. Nwabueze (2010) most students think that mathematics means getting the solution of a problem right or wrong. When they get it wrong they think that they are not good enough in mathematics and loose interest in learning. The Society’s believe about mathematics itself seem to drive away many students from liking the subject.
Problem of students developing low self-efficacies in math is complex and that it requires solutions on multiple dimensions (Clark Blickenstaff, 2005). Both parents and teachers have a vital role to play since they are primary sources of the four types of information. Another important implication of this study results from the congruence between the findings obtained here and the findings obtained by studies performed in different countries (Huang, 2013).
These views seem to be related to the preference students have for some topics in mathematics while in the secondary school. Therefore, based on this the study sought to posses the difficulty levels of topics in secondary school mathematics.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Impact of Mathematics Laboratory Use for Effective Teaching and Learning of Mathematics in Junior Secondary School. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the efficacy of laboratory instructional strategy on students’ retention ability in mathematics among Junior Secondary School student;
- To assess the efficacy of laboratory instructional strategy on performance of students’ in mathematics at junior secondary schools;
- To examine the efficacy of laboratory instructional strategy on attitude change of students exposed to laboratory instructional strategy;
- To determine the performance of male and female students taught mathematics with laboratory instructional strategy; and
- To determine the efficacy of laboratory instructional strategy on attitude change of male and female students’ at the end of teaching the concept using laboratory instructional strategy.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Is there any difference in the performance of male and female students taught mathematics with laboratory instructional strategy?
- Does Laboratory instructional strategy has negative impact on attitude change of students exposed to laboratory instructional strategy?
- Does Laboratory instructional strategy has impact on attitude change of male and female students’ at the end of teaching the concept using laboratory instructional strategy?
- What is the efficacy of laboratory instructional strategy utilization on students’ retention ability in mathematics among Junior Secondary School student?
- What is the efficacy of laboratory instructional strategy utilization on performance of students’ in mathematics at junior secondary schools?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant difference in the performance of males and that of females at the end of instruction using laboratory instructional strategy.
- H1: There is significant difference in the performance of males and that of females at the end of instruction using laboratory instructional strategy.
Hypothesis Two
- H0: Laboratory instructional strategy has negative impact on attitude change of students exposed to laboratory instructional strategy.
- H1: Laboratory instructional strategy has positive impact on attitude change of students exposed to laboratory instructional strategy.
1.7 Significance of Study
This study will be of benefit students, teachers, parents and the society at large.
- It will be helpful in showing the effectiveness and the usefulness of laboratory teaching strategy for teaching mathematics to the teachers and all other classroom teaching and learning activities.
- It will also be found useful to authors of mathematics in using pictures that are ‘gender friendly’ and using objects found in the home and school every day.
- It will also bring to the notice of the government in assisting or supporting mathematics experts by providing necessary instructional materials for teaching those identified difficult topics.
- It will also bring to the awareness of parents or enlighten parents and the community not to look down their female children but she them as able as their male children.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Impact of Mathematics Laboratory Use for Effective Teaching and Learning of Mathematics in Junior Secondary School using Okpe Local Government Area of Delta State as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Teaching: The act of imparting knowledge.
Learning: It is a relatively permanent change in behavior that results from teaching.
Academic: Academic is connected with education, especially in schools and universities.
