1.1 Introduction
Mathematics is commonly defined as the branch of knowledge that deals with numbers, quantities, shapes, structures, and the logical relationships among them, and it provides tools for analyzing, interpreting, and solving problems in both abstract and real-life situations (Usiskin, 2015). Within the school system, mathematics serves as a core subject that supports the development of critical thinking, logical reasoning, and problem-solving skills that are essential for academic success and everyday decision-making. At the senior secondary school level, mathematics occupies a strategic position in the curriculum because it forms the foundation for further studies in science, engineering, technology, economics, and many other professional fields.
Students' attitude to mathematics refers to their feelings, beliefs, perceptions, and emotional responses toward the subject, which collectively influence how they approach learning mathematical concepts (Aiken, 2002). 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 terms.
1.2 Background of Study
Mathematics is widely recognized as a fundamental subject in the school curriculum due to its relevance to scientific advancement, technological development, and everyday problem-solving. According to Usiskin (2015), mathematics provides learners with logical and analytical skills that are essential for understanding complex concepts and making informed decisions. At the senior secondary school level, mathematics serves as a compulsory subject and a gateway requirement for many professional and career-oriented courses. However, students' performance in mathematics at this level has continued to generate concern among educators and stakeholders in the education sector (Usiskin, 2015).
Several scholars have linked students' performance in mathematics to their attitudes toward the subject. Aiken (2002) asserted that attitude toward mathematics encompasses students' beliefs, emotions, and predispositions, which significantly influence their learning behavior and academic outcomes. When students develop positive attitudes, they are more likely to engage actively in classroom activities, practice consistently, and persist in solving challenging problems. Conversely, negative attitudes often manifest as fear, anxiety, and avoidance, which adversely affect performance (Aiken, 2002).
Empirical studies have consistently shown a strong relationship between students' attitudes and their academic achievement in mathematics. Ma and Kishor (1997) reported that students with favorable attitudes toward mathematics tend to achieve higher scores than those with negative dispositions. Their meta-analytic findings suggest that attitude is not merely a by-product of achievement but a significant predictor of performance (Ma and Kishor, 1997).
Mensah, Okyere, and Kuranchie (2013) stated that instructional strategies, teacher enthusiasm, and classroom interactions influence how students perceive mathematics. Where teaching is dominated by abstract explanations and rote memorization, students are more likely to view mathematics as difficult and irrelevant. Such perceptions gradually contribute to declining interest and poor academic performance (Mensah, Okyere, and Kuranchie, 2013). In the context of developing countries, particularly Nigeria, concerns about students' performance in mathematics are more pronounced.
Yara (2009) affirmed that persistent poor performance in public examinations reflects underlying attitudinal problems among secondary school students. Factors such as inadequate instructional materials, large class sizes, and limited exposure to practical applications of mathematics further reinforce negative attitudes and low achievement levels (Yara, 2009).
Schunk, Pintrich, and Meece (2008) contend that students who believe in their ability to succeed in mathematics and perceive the subject as useful are more motivated to invest effort, leading to better performance. This study is set against the backdrop of persistent concerns over poor mathematics performance among senior secondary school students and the growing recognition that students' attitudes toward mathematics significantly influence their academic outcomes.
1.3 Statement of Problems
Investigation revealed that mathematics occupies a central position in the senior secondary school curriculum and is widely regarded as a foundational subject for scientific, technological, and economic development. Success in mathematics is often a prerequisite for admission into many professional courses and career pathways. Reports from public examinations frequently indicate persistent low achievement and high failure rates among students, suggesting that factors beyond cognitive ability may be influencing learning outcomes.
Research has shown that a positive attitude toward mathematics is strongly associated with higher achievement, increased persistence, and better problem-solving skills, while negative attitudes often result in avoidance behaviors and poor academic outcomes (Aiken, 2002; Ma & Kishor, 1997).
Although several studies have examined students' performance in mathematics, fewer studies have given adequate attention to the relationship between students' attitudes and their academic performance, particularly within the senior secondary school setting. It is against this backdrop that this study seeks to examine the Relationship Between Senior Secondary School Students' Attitudes Toward Mathematics and Their Academic Performance.
1.4 Aim and Objectives of Study
The aim of this study is to examine the relationship between senior secondary school students' attitudes toward mathematics and their academic performance.
The specific objectives of the study are to:
- Investigate the relationship between students' attitude to mathematics and their academic performance.
- Examine the general attitude of senior secondary school students toward mathematics.
- Determine the level of academic performance of students in mathematics.
- Assess the influence of teaching methods on students' attitude toward mathematics.
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:
- What is the general attitude of senior secondary school students toward mathematics?
- What is the level of academic performance of senior secondary school students in mathematics?
- What relationship exists between students' attitude to mathematics and their academic performance?
- How do teaching methods influence students' attitude toward mathematics?
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 relationship between senior secondary school students' attitude to mathematics and their academic performance.
- H1: There is a significant relationship between senior secondary school students' attitude to mathematics and their academic performance.
Hypothesis Two
- H0: Teaching methods do not significantly influence students' attitude toward mathematics.
- H1: Teaching methods significantly influence students' attitude toward mathematics.
1.7 Significance of Study
The outcome of this research will help curriculum developers to design mathematics curricula that are learner-centered and relevant to students' real-life experiences. In addition, school administrators will benefit from the findings as they will help in planning supportive learning environments and implementing attitude-enhancing programs within schools.
Furthermore, students will benefit from the research study as it will encourage the development of positive attitudes toward mathematics, thereby improving confidence, interest, and academic performance.
Lastly, the outcome of this research will contribute to existing academic literature by providing empirical evidence on the relationship between attitude and performance in mathematics at the senior secondary school level.
1.8 Scope of Study
The scope of this study covers senior secondary school students in public secondary schools in Oyo State, Nigeria. The study focuses on students' attitudes toward mathematics and how these attitudes relate to their academic performance in the subject.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- 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.
- 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).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Mathematics:
Mathematics is a field of study concerned with numbers, quantities, shapes, structures, and logical reasoning, which supports problem-solving and analytical thinking in academic and real-life situations (Usiskin, 2015).
Attitude to Mathematics:
Attitude to mathematics refers to students' feelings, beliefs, perceptions, and emotional responses toward mathematics, which influence their motivation, engagement, and approach to learning the subject (Aiken, 2002).
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