Assessment of the factors shaping students’ attitudes toward mathematics in secondary schools in Oshimili South Local government Area of Delta State

ABSTRACT

This study investigates the factors shaping students’ attitudes toward mathematics in secondary schools in Oshimili South Local Government Area of Delta State. Mathematics, being a core subject in the school curriculum, plays a crucial role in students’ academic and career development; however, many students exhibit negative attitudes towards its study, which adversely affects performance and interest.  To achieve the essence, the study was divided into five chapters. Five research questions were raised and answered in the study, related literature was reviewed in the study. A descriptive survey design was employed, with a sample of senior secondary students drawn from selected schools. The population of the study comprises all Senior Secondary School (SS1 to SS3) students in public and private secondary schools in Oshimili South Local Government Area Delta State with a population of 2,000 students. A sample size of 200 students which of comprises three public and two (2) private schools. Forty (40) students were selected from each school; sixty (60) students in each of the senior secondary classes SS1, SS2, and eighty (80) students from SS3. The instrument for data collection was questionnaire which was validated by two lecturers from the department of mathematics, school of science education, and educational psychology in school of education. The method of data collection was mean and standard deviation. The findings revealed that students’ attitudes toward mathematics are significantly influenced by teacher effectiveness, teaching methods, parental support, peer influence, perceived difficulty of the subject, and availability of learning resources. Gender and school location also showed a mild impact, with urban students generally displaying more positive attitudes.

Based on the findings, it was recommended among others that: Teachers should adopt interactive and student-centered teaching methods to make learning more engaging; Government and education stakeholders should bridge the resource gap between rural and urban schools by providing adequate instructional materials and qualified math teachers; Schools should also implement guidance and counseling programs to help students manage math anxiety and build confidence.

CHAPTER ONE

INTRODUCTION

• Background to the Study

Mathematics is a foundational subject in education and a core requirement for academic and career advancement, especially in science, technology, engineering, and mathematics (STEM) related fields. Despite its significance, students’ attitudes toward mathematics have remained a critical concern, particularly in Nigeria, where performance in mathematics at the secondary school level continues to fall below expectations (Akanbi & Adegoke, 2022). In Delta State, persistent underachievement in mathematics among secondary school students raises important questions about the factors that shape learners’ attitudes toward the subject.

Attitude toward mathematics refers to a learner’s feelings, beliefs, and behavioral tendencies toward learning mathematics. These attitudes play a major role in influencing motivation, classroom engagement, and academic achievement (Awofala, 2023). Studies have shown that students with a positive attitude towards mathematics tend to perform better, while those with negative attitudes often struggle (Obi & Udoh, 2021). Various researchers have identified factors that influence these attitudes, including gender, teaching methods, parental involvement, peer influence, availability of instructional materials, and school environment (Onyeneho, Omokaro & Ikubor, 2023).

In the context of Delta State, Onyeneho et al. (2023) found that poor instructional strategies and limited student-teacher interaction significantly affected students’ perception of mathematics. Similarly, Alao, Abdussalam & Ismail (2024) reported that mathematics anxiety and lack of learner-centered teaching approaches contributed to negative attitudes among secondary school students in Northern Nigeria. Though regional differences exist, these findings suggest a national trend where both personal and environmental factors influence students’ disposition toward mathematics.

Teacher-related factors also play a crucial role. Sabitu (2023) emphasized that the quality of mathematics teachers including their qualification, teaching style, and attitude—has a direct impact on how students perceive the subject. In line with this, Lee et al. (2023) argued that classroom dynamics and teacher support are significant predictors of students’ affective engagement in mathematics. This indicates the need for well-trained, motivated teachers who can create an inclusive and engaging learning environment.

In addition to school-related factors, societal and cultural perceptions of mathematics, especially stereotypes related to gender, continue to influence student attitudes. A study by Luo & Chen (2024) in China demonstrated how internalized beliefs like “math is for boys” can limit girls’ confidence and interest in the subject a trend that is also observed in parts of Nigeria (Awofala, 2023). These stereotypes often contribute to performance gaps and reinforce negative attitudes, particularly among female students.

Given these multiple influences, this study seeks to investigate the factors shaping students’ attitudes toward mathematics in Delta State secondary schools. Understanding these influences is crucial for developing targeted interventions that can improve student motivation, engagement, and performance in mathematics. This research is therefore timely and necessary, as it addresses both local educational challenges and aligns with global efforts to strengthen STEM education through improved learner attitudes.

Attitudes toward mathematics play a pivotal role in shaping students’ engagement, performance, and aspirations in the subject. Research has consistently shown that how students feel about mathematics — their interest, confidence, perceived relevance, and anxiety — can significantly influence their achievement (Akanbi & Adegoke, 2022). In the specific context of secondary education in Delta State, Nigeria, understanding what shapes these attitudes is particularly important because the region faces challenges related to resource disparities, teacher quality, and variation in students’ mathematics outcomes (Onyeneho, Omokaro & Ikubor, 2023).

A growing body of contemporary literature has identified multiple interacting factors affecting students’ attitudes toward mathematics. For example, student‑level motivators such as intrinsic motivation, self‑efficacy, and anxiety have been shown to correlate with attitudes and achievement (Alao, Abdussalam & Ismail, 2024). At the school level, institutional and contextual features such as teaching methodology, availability of resources, school location, and teacher expertise also play critical roles (Lee, Capraro, Capraro & Bicer, 2023). Specifically, instructional quality and teacher support have been linked to more positive student attitudes (Sabitu, 2023).

In the Nigerian setting, several recent studies underscore the multi‑dimensional nature of mathematics attitudes. Awofala (2023) demonstrated that attitudes comprise affective, behavioural and cognitive components, with gender differences favouring males in one Nigerian state context. Meanwhile, Onyeneho et al. (2023) identified motivation, teaching methods, and lack of communication skills among teachers as key ways in which students’ attitudes toward mathematics in Delta State are shaped. Collectively, these findings imply that students’ attitudes are not solely a matter of individual disposition but are influenced by the interplay of learner characteristics, teacher practices, and school environment.

Given this, the present investigation “An investigation into what shapes students’ attitudes toward mathematics in secondary schools in Delta State”  seeks to explore and unpack how gender, school location, teacher quality, and resource availability converge in the Delta State context to shape student attitudes toward mathematics. By doing so, the study aims to offer evidence‑based insights that can inform policy and practice to boost favourable attitudes and, in turn, improve mathematics achievement.

• Statement of the Problem

Despite the critical role that mathematics plays in national development and technological advancement, students’ performance in the subject at the secondary school level in Nigeria—particularly in Delta State—remains persistently low. One of the major contributors to this underachievement is students’ negative attitude toward mathematics. Studies have shown that when students develop unfavorable perceptions of mathematics—such as fear, anxiety, or disinterest—it affects their engagement, classroom participation, and overall achievement (Akanbi & Adegoke, 2022). Yet, these attitudes do not form in isolation; they are shaped by a complex interaction of personal, school-related, and societal factors.

In Delta State, low performance in mathematics in both internal and external examinations such as WAEC and NECO has been repeatedly reported. Onyeneho, Omokaro, and Ikubor (2023) observed that many students in Delta secondary schools perceive mathematics as too abstract, difficult, or irrelevant, often due to poor teaching methods, limited access to instructional materials, and lack of individual support. Furthermore, Alao, Abdussalam, and Ismail (2024) highlighted that mathematics anxiety, a lack of motivation, and gender-related stereotypes contribute significantly to students’ disinterest and weak performance in the subject.

Another compounding issue is the disparity between urban and rural schools in Delta State. Sabitu (2023) noted that students in rural areas often have limited access to qualified mathematics teachers and learning resources, which negatively affects their attitude toward the subject. Additionally, the perception that mathematics is a subject only for the intellectually gifted or for male students persists in some school environments, further discouraging female learners (Awofala, 2023).

Although several studies have examined general factors affecting mathematics performance across Nigeria, there is a lack of focused research investigating what specifically shapes students’ attitudes toward mathematics within the Delta State context, where cultural, educational, and infrastructural variables may differ from other regions. Without such localized understanding, interventions designed to improve attitudes and performance in mathematics may be ineffective or misdirected.

Therefore, this study seeks to fill that gap by investigating the key factors—such as teacher quality, school location, classroom practices, gender, peer influence, and availability of resources—that shape students’ attitudes toward mathematics in Delta State secondary schools. Understanding these factors is crucial for developing practical, context-specific strategies to improve student attitudes, and by extension, mathematics performance in the region.

• Purpose of the Study

The research study seeks to investigate into the factors shaping students’ attitudes toward mathematics in secondary schools in Oshimili South Local government Area of Delta State. Specifically, the purpose of the study is to:

1. Identify the key factors that influence secondary school students’ attitudes toward mathematics in Delta State.
2. Examine the role of teacher-related factors, such as teaching methods, teacher qualifications, and classroom interaction, in shaping students’ attitudes.
3. Assess the impact of school-related factors, including school location (urban vs. rural), availability of resources, and learning environment.
4. Determine the influence of student-related factors, such as gender, peer influence, and prior performance, on their attitude toward mathematics.
5. Provide recommendations for improving students’ attitudes toward mathematics to enhance their performance and interest in the subject.

• Research Question

The following questions below were raised to guide the study:

1. What are the major factors influencing secondary school students’ attitudes toward mathematics in Delta State?
2. How do teacher-related factors (e.g., teaching methods, teacher qualification) affect students’ attitudes toward mathematics?
3. In what ways does school location (urban vs. rural) influence students’ attitudes toward mathematics?
4. How do student-related factors such as gender, peer influence, and previous academic performance shape their attitudes toward mathematics?
5. What strategies can be implemented to improve students’ attitudes toward mathematics in Delta secondary schools?

• Significance of the Study

This study is significant as it provides valuable insights into the key factors influencing students’ attitudes toward mathematics in Delta State secondary schools. Understanding these factors can help educators adopt more effective teaching methods that foster positive attitudes and increase student engagement in mathematics. It will assist school administrators and policymakers in identifying gaps in teacher training, resource allocation, and learning environments that may contribute to negative perceptions of the subject.

For curriculum planners, the findings can inform the development of learner-centered and context-appropriate instructional strategies. Parents and guardians will also benefit by gaining a better understanding of how home support and encouragement impact students’ views on mathematics. Lastly, the study contributes to academic literature and serves as a reference for future researchers seeking to explore or address similar issues in other regions or subjects.

• Scope of the Study

This study focuses on investigating the factors that shape secondary school students’ attitudes toward mathematics in Delta State, Nigeria. It covers selected public and private secondary schools across urban and rural areas within the state. The study is limited to Senior Secondary School (SSS) students, particularly those in SS1 to SS3, as they have had sufficient exposure to mathematics content and teaching methods.

The research examines teacher-related factors (such as teaching methods and qualifications), school-related factors (like location and learning resources), and student-related factors (such as gender, peer influence, and previous performance). It does not cover primary or tertiary institutions, nor does it assess actual performance scores in depth, but rather focuses on the attitudinal factors influencing students’ disposition toward the subject in Oshimili South Local Government Area of Delta State.

• Definition of Terms

For simplicity purpose, some terminologies used were explained in simple ways.

1. Mathematics: Mathematics according to Maliki, Ngban and Ibu (2019), is described as a subject that affects all aspect of human life at different degrees.
2. Investigation: Means to make a careful enquiry in the study of something
3. Poor Performance: Students score, which are below 45% or below average, with reference to secondary school student,
4. Attitude Toward Mathematics: This refers to students’ feelings, beliefs, and behavioral tendencies toward learning mathematics. It includes interest, confidence, anxiety, and perceived value of the subject.
5. Secondary School Students: Learners enrolled in the post-primary education level, specifically in Senior Secondary School (SS1–SS3), within Delta State.
6. Mathematics Performance: Though not the core focus, this refers to students’ academic achievement or outcomes in mathematics, often influenced by their attitude.
7. Teacher-Related Factors: Aspects such as teaching methods, teacher qualifications, classroom interaction, and support that may influence how students perceive mathematics.
8. School Location: The geographical setting of the school—either urban or rural—which may affect access to resources, quality of teaching, and learning environment.
9. Student-Related Factors: Personal or social influences such as gender, peer influence, parental support, and previous experiences that shape students’ attitudes toward mathematics.
10. Delta State: A state in the South-South geopolitical zone of Nigeria where the study is conducted, focusing on its public and private secondary schools.
    

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    Pages:  61

    Category: Project

    Format:  Word & PDF               

    Chapters: 1-5                                          

    Source: Imsuinfo

    Material contains Table of Content, Abstract and References.