Factors Responsible for Pupils’ Lack of Interest in Mathematics in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined the factors responsible for pupils’ lack of interest in Mathematics in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study.  The population of the study comprised all the three hundred and forty-four (344) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State.  One hundred (100) teachers were selected from 10 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population using simple random sampling technique.  The instrument used for data collection was a structured questionnaire  validated by two experts, one in School of Early Childhood Care, Primary, Adult and Non-Formal Education while the other in Educational Psychology Department, both from Federal College of Education (Technical) Asaba. One hundred copies of the validated questionnaire were administered to 100 teachers from the 10 selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and same were retrieved and analyzed. Findings of the study revealed that abstract nature of the subject is responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area. It was recommended among others that Mathematics teachers in primary schools within Oshimili South Local Government Area should employ activity-oriented and learner-centered instructional methods such as games, demonstrations, and real-life problem-solving tasks to make abstract concepts more concrete and relatable.

 CHAPTER ONE

INTRODUCTION

Background to the Study

Mathematics is universally acknowledged as a core subject in the school curriculum and a vital tool for logical reasoning, problem-solving, and technological advancement. It plays a significant role in shaping the intellectual development of pupils and serves as the foundation for numerous disciplines such as science, engineering, and economics. Despite its importance, many pupils in primary and secondary schools exhibit a lack of interest in learning mathematics, which has become a major concern for educators, policymakers, and parents. This persistent disinterest often leads to poor academic performance, reduced confidence, and limited career prospects in mathematics-related fields.

Mathematics is the study of relations among quantities, magnitudes, properties and of logical operations by which unknown quantities, magnitudes, and properties may be deduced (Eze, 2021). It is a universal language written with symbols and shapes and involves information   processing (editing, analyzing, interpreting and sharing), producing, predicting and solving problems (Mathematical Education Board, 2019). In other words, it is the science of number, shape, space, size, and the relationships between them (Ezenweani, 2018). He added that it is the science of patterns and layouts by which individuals with a wide perspective and   knowledge to understand real world calculations and realities. The relevance of mathematics is immeasurable since it hangs around analyzing, problem solving with addition, subtraction, multiplication, division, fractions and decimals process skills which are science process skills necessary for day to day life sustenance (Hayes, 2018).  Austin (2020) remarked that the brilliant performance of any child motivates him/her to focus on his area of specialization and do more. He also remarked that failure on the part of any student to perform better in the academic usually affects such a child psychologically in their next attempts. This forms the concern of teachers, parents and the government. According to Odumosu (2019) Mathematics has been regarded as the bedrock of science and technology. The progress of science would be determined by the extent to which mathematics has entered into its methods and contents.

Interest is defined as a mental disposition that draws an individual’s attention toward a particular activity, subject, or object, leading to sustained engagement (Okoye, 2020). This suggests that interest is not passive; rather, it involves a readiness to learn and a positive emotional response toward the activity. In the context of education, interest motivates learners to pay attention and participate actively in classroom activities.  According to Adebayo (2019), interest refers to an internal drive that influences a learner’s willingness to engage in learning tasks. This definition emphasizes the role of interest as a motivating force that enhances concentration and persistence, even when the task is challenging. Thus, pupils with a high level of interest in a subject like mathematics are more likely to invest time and effort in mastering concepts. Eze (2021) views interest as a personal preference or inclination toward an activity, which determines the degree of involvement and satisfaction derived from it. This means that when learners develop a preference for mathematics, they perceive the subject as enjoyable and relevant to their personal goals, making them more committed to learning.

Several factors such as nature of mathematics, teachers’ attitude and classroom environment have been identified as responsible for pupils’ lack of interest in mathematics. The abstract nature of mathematics is one of the major factors responsible for pupils’ lack of interest in the subject. Mathematics often involves complex symbols, formulas, and abstract concepts that many pupils find difficult to relate to real-life experiences (Okeke, 2020). When learners fail to see the practical relevance of mathematics, they tend to perceive it as boring, difficult, and unnecessarily complicated (Eze, 2019). This perception leads to anxiety and avoidance behavior, which further hinders interest and performance. Additionally, the cumulative nature of mathematics, where mastery of previous concepts is required to understand new ones, poses a challenge to pupils who have weak foundational knowledge (Adebayo, 2021). As a result, the technical and abstract characteristics of the subject discourage continuous engagement and foster negative attitudes toward learning mathematics.

Teachers’ attitudes play a critical role in shaping pupils’ interest in mathematics, and negative teacher behavior has been identified as a major cause of disinterest. When teachers display hostility, impatience, or lack of enthusiasm during mathematics lessons, pupils often become discouraged and anxious (Ogunleye & Adeoye, 2022). In many cases, teachers adopt rigid teaching methods, relying heavily on rote learning and failing to apply creative or practical strategies that would make learning enjoyable (Okoye, 2020). Moreover, teachers who do not provide adequate support or encouragement to struggling learners inadvertently reinforce pupils’ perception that mathematics is too difficult (Musa & Ibrahim, 2021). Positive teacher attitudes, such as showing empathy, using engaging techniques, and creating an inclusive learning environment, are therefore essential to sustain pupils’ interest in the subject.

The classroom environment significantly influences pupils’ interest in mathematics, and poorly structured learning environments contribute to declining interest. Crowded classrooms, inadequate seating arrangements, poor ventilation, and insufficient learning resources create discomfort and distraction during mathematics lessons (Eze & Nwankwo, 2019). Additionally, classrooms that lack visual aids, manipulatives, and technological tools limit opportunities for interactive and practical learning (Chukwu, 2021). When pupils learn in environments that are dull, noisy, or unconducive, their concentration and motivation decline, leading to disinterest in mathematics (Okoro, 2022). Conversely, a well-organized, resource-rich, and supportive classroom atmosphere can stimulate curiosity, encourage participation, and make mathematics lessons more engaging and enjoyable for learners.

Interest is indeed vital to pupils’ success in any subject area particularly mathematics. Hence the need to

Statement of the Problem  

Mathematics is widely regarded as a foundational subject essential for the development of logical reasoning and problem-solving skills. Despite its importance in academic achievement and future career opportunities, many pupils exhibit a persistent lack of interest in learning mathematics. This trend is particularly noticeable in primary and secondary schools, leading to poor performance and negative attitudes towards the subject. Several factors may contribute to this problem, including the abstract nature of mathematical concepts, teachers’ attitudes and teaching strategies, and the classroom environment in which instruction takes place.

In Oshimili South Local Government Area, observations and reports indicate that many pupils display low motivation and reluctance towards mathematics lessons. Some scholars suggest that the perceived difficulty of mathematics discourages pupils, while others highlight the role of teachers’ attitudes, which can either inspire or discourage learners. Additionally, an unconducive classroom environment, characterized by overcrowding, lack of instructional materials, and poor interaction, may further diminish pupils’ interest in the subject. If these issues remain unaddressed, they would result in continued poor performance, limited career prospects, and reduced competitiveness in science and technology-related fields.

It is against this backdrop that this study seeks to review the factors responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area, focusing on the nature of the subject, teachers’ attitudes, and classroom environment.

Purpose of the Study

This study reviewed factors responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area of Delta State. Specifically, the study sought to:

1. Examine nature of the subject as a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area.
2. Assess as teachers’ attitude as a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area.
3. Review classroom environment a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area.

 Research Questions

The following questions guided the study:

1. How is nature of the subject responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area?
2. How does teachers’ attitude serve as a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area?
3. How does classroom environment serve as a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area?

Significance of Study

The study of this nature would be beneficial to Pupils, Teachers, School Management, Policy Makers and Future researchers.

The study would benefit pupils by identifying the key factors responsible for their lack of interest in mathematics. Understanding these factors would lead to the implementation of strategies that make mathematics more engaging and accessible, which in turn would improve their interest, participation, and academic performance in the subject.

This research would provide teachers with insights into how their attitudes and instructional approaches influence pupils’ interest in mathematics. It would encourage them to adopt positive attitudes, learner-centered methods, and innovative teaching strategies that foster motivation and understanding among pupils.

Findings from this study would assist school administrators in creating a conducive learning environment by addressing classroom-related challenges such as overcrowding, inadequate resources, and poor classroom management. This would help in enhancing teaching and learning experiences within the school system.

The study would serve as a valuable reference for educational policy makers in designing policies that address the root causes of low interest in mathematics among pupils. It would guide the development of teacher training programmes, curriculum reforms, and resource allocation strategies aimed at improving mathematics education.

This research would contribute to the existing body of knowledge on mathematics education and serve as a useful reference point for future studies on factors influencing pupils’ interest in mathematics. It would also open new areas for further investigation, particularly in addressing emerging challenges in mathematics learning.

Scope of the Study

            This study focused on review of factors responsible for pupils’ lack of interest in mathematics. The study was delimited to primary schools in Oshimili South Local Government Area of Delta State. With particular focus on nature of mathematics, teachers’ attitude and classroom environment.

Pages: 55

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.