CHAPTER FOUR
4.0 DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1 Introduction
This chapter deals with the analysis, interpretation of data and discussion of results.
The items in the questionnaires were grouped together and analyzed in the order that they are
related to a particular hypothesis.
4.2 Presentation of Demographic Data
The result of the analysis of the study was done in line with the research question. The
results are presented in tables and the interpretation follows immediately after.
Table I: Distribution Frequency of Respondents Based on Gender
Gender Population Percentage
Female 55 36.60
Male 95 63.30
Total 150 100/0%
Source: Researcher’s Field Survey 2024
(Total Number of students: 150)
(Total Number of teachers : 30)
4.3 Answers to Research Questions
Research Question One: Do most students have negative attitude towards Mathematics?
Table II: Students response to their attitude towards the study of Mathematics.
STRONGLY AGREED DISAGREED STRONGLY MEAN DECISION
AGREED DISAGREED
S/N STATEMENT Agree /
(4) (3) (2) (1) (꓃)
Disagree
I like doing
30 34 59 27
Mathematics
1. 2.45 Disagree
more than (120) (102) (118) (27)
anything else
2. Mathematics is 43 67 22 18 2.9 Agree
difficult to
(201)
understand (172) (44) (18)
43 67 22 18
Mathematics is
3. 2.9 Agree
boring (172) (201) (44) (18)
Mathematics is 43 67 22 18
4. for exceptional 2.9 Agree
(172) (201) (44) (18)
students only
I have never 51 58 29 12
5. liked 2.98 Agree
(204) (174) (58) (12)
mathematics
Table III: Teachers response to students’ attitude towards the study of Mathematics.
STRONGLY AGREED DISAGREED STRONGLY MEAN DECISION
AGREED DISAGREED
S/N STATEMENT Agree /
(4) (3) (2) (1) (꓃)
Disagree
Students shows
8 11 6 5
little or interest
1. 2.6 Agree
in mathematics (32) (33) (12) (5)
lesson.
Students are
always punctual 4 5 9 12
2. to your 2.03 Disagree
(16) (15) (18) (12)
mathematics
class.
Most students 7 4 7 12
3. enjoy your 2.2 Disagree
(28) (12) (14) (12)
class.
Table II: In Table II, we find that out of the 150 students who responded to these questions,
64 students (42.7%) agreed to doing mathematics more than anything else while 86 students
(57.3%) disagreed to it. 110 students (73.3%) agreed that mathematics is difficult to
understand, boring and is for exceptionally good students. 40 students (26.7%) disagreed to
these statements. Also 109 students (72.7%) expressed their dislike for mathematics while 41
students (27.3%) expressed their like for mathematics.
Table III: Table III reveals that out of 30 teachers interviewed 19 (63.3%) of them
admitted that students shows little or no interest in mathematics while 11 (36.7%) of them
disagreed to the statement. Also, 9 (30%) of the teachers agreed that students are always
punctual to their mathematics class, while 21 (70%) of them disagreed to the statement. 11
(36.7%) of teachers agreed that most students enjoy their classes while 19 (63.3%) of them
disagrees to the statement.
Based on the analysis, it is evident that most students have negative attitude towards
the study of mathematics in secondary schools in Gwagwalada Area Council, FCT Abuja.
Research Question Two: Can students’ attitude toward the study of mathematics be
influenced by teachers’ method of teaching.
Table IV: Students response to the influence of teachers on their attitude.
STRONGLY AGREED DISAGREED STRONGLY MEAN DECISION
AGREED DISAGREED
S/N STATEMENT Agree /
(4) (3) (2) (1) (꓃)
Disagree
I would have 51 68 29 2 3.12
liked
(204) (204) (58) (2)
1. mathematics if Agree
not for how it is
taught.
2. My mathematics 30 26 46 48 2.25 Disagree
teachers make
(120) (78) (92) (48)
the lesson
interesting
because he/she
explains
procedures.
My mathematics 26 16 58 50 2.12
teachers always
(104) (48) (116) (50)
make sure most
3. members of the Disagree
class are coping
up in each
lesson.
My mathematics 68 57 19 6 3.25
teacher gives
4. (272) (171) (38) (6) Agree
regular
assignment.
My mathematics 36 34 46 34 2.48
teacher uses
5. (144) (102) (92) (34) Disagree
relevant
teaching aids.
Table V: Teachers response to the influence of their method on Students Attitude.
AGREE
STRONGLY DISAGREED STRONGLY MEAN DECISION
AGREED D DISAGREED
S/N STATEMENT
Agree /
(4) (3) (2) (1) (꓃)
Disagree
You always
improvise 8 10 7 5
1. materials to 2.70 Agree
(32) (30) (14) (5)
teach your
lessons.
2. The period of 3 1 18 8 1.96 Disagree
mathematics
(12) (3) (36) (8)
lesson is
adequate for
covering
syllabus and
individualizing
instructions.
You give
15 10 4 1
assignment to
3. 3.3 Agree
students very (60) (30) (8) (1)
often.
The students 4 5 9 12
4. always do the 2.03 Disagree
(16) (15) (18) (12)
assignment.
Table IV: From Table IV, we see that out of 150 students who responded to the statement
that I would have liked mathematics if not for the way it is taught, 119 students (79.3%)
agree and 31 students (20.7%) disagreed to the statement. To the statement that my
mathematics teacher makes the lesson interesting because he/she explains procedures, 56
students (37.3%) agreed, 94 students (62.7%) disagreed. To the statement that my
mathematics teacher always makes sure that most members of the class are coping up in each
lesson, 42 students (28%) agreed, 108 students (72%) students disagreed. To the statement
my mathematics teacher uses relevant teaching aids, 70 students (46.7%) agreed, 80 students
(53.3%) disagreed. To the statement my mathematics teacher gives assignment, 125 students
(83.3%) agreed to the statement, 25 students (16.7%) disagreed.
Table V: shows that out of 30 teachers who responded to the statement that they
always improvise materials to teach their lessons, 18 teachers (60%) agreed while 12
teachers (40%) were disagreed. To the statement the period of mathematics lesson is
adequate for covering syllabus and individualizing instruction, 4 teachers (13.3%) agreed,
and 26 (86.7%) disagreed. To the statement you give assignment to the students very often,
25 teachers (83.3%) agreed and 5 (16.7%) disagreed. While to the statement, the students
always do the assignment, 9 teachers (30%) agreed and 21 (70%) disagreed.
Based on the results, it is evident that the negative attitude of students towards the
study of mathematics in secondary school is influenced by the teacher’s method of teaching.
The hypothesis is therefore validated.
Research Question Three: Can students’ attitude towards mathematics be influenced
by their parents?
Table VI: Students response to the influence of their parents towards their attitude to
mathematics.
STRONGLY AGREED DISAGREED STRONGLY MEAN DECISION
AGREED DISAGREED
S/N STATEMENT Agree /
(4) (3) (2) (1) (꓃)
Disagree
My parents 26 16 58 50 2.12
think
1. (104) (48) (116) (50) Disagree
mathematics is
difficult.
My likeness to 36 53 34 27 2.65 Agree
mathematics is
(144) (159) (68) (27)
2. due to the
influence of my
parents.
My parents 68 57 19 6 3.25
quarrel with me
(272) (171) (38) (6)
3. each time I fail Agree
mathematics in
examination.
Table VII: Teachers response to students’ attitude towards mathematics influenced by
their parents.
S/N STATEMENT STRONGLY AGREE DISAGREED STRONGLY MEAN DECISION
AGREED DISAGREED
D
Agree /
(4) (3) (2) (1) (꓃)
Disagree
Most parents 4 5 9 12 2.03 Disagree
complain to you
(16) (15) (18) (12)
about their
1.
child’s
performance in
mathematics.
The students are 3 1 18 8 1.96 Disagree
always punctual
(12) (3) (36) (8)
2. to your
mathematics
class.
Table VI: from Table VI, we observed that a great percentage of students 108 (72%)
disagree to the statement that my parents think mathematics is very difficult while 42
students (28%) agreed. To the statement that the student’s likeness of mathematics is due to
their parents, 89 students (59.3%) agreed while 61 students (40.7%) disagreed. To the
statement that my parents quarrel with me each time I fail mathematics in examination, 125
students (83.3%) agreed while 25 students (16.7%) disagreed.
Table VII: gives an idea of teacher’s response to the influence of parents towards
student’s attitude to mathematics. To the statement that most parents come to complain about
their child’s performance in mathematics, 9 teachers (30%) agreed, 21 teachers (70%)
disagreed. To the statement the students are always punctual your mathematics class, 4
teachers (13.3%) agreed while 26 teachers (76.7%) disagreed.
From the analysis of the result gotten from the students and teachers, it could be said
that student’s negative attitude towards mathematics is not being encouraged by their
parents. The fact that most parents do not come to complain to teachers of their children’s
poor performance does not rule out the fact that they quarrel with these students at home.
Therefore, we can conclude that student’s negative attitude towards the study of
mathematics in secondary schools is not influenced by their parents. The research question is
therefore rejected.
Research Question Four: Can attitude of students towards mathematics be influenced
by their friends?
Table VIII: Students response to the influence of their friends towards their attitude to
mathematics.
STRONGLY AGREED DISAGREED STRONGLY MEAN DECISION
AGREED DISAGREED
S/N STATEMENT Agree /
(4) (3) (2) (1) (꓃)
Disagree
My friends think 51 68 29 2 3.12
1. mathematics is Agree
(204) (204) (58) (2)
difficult.
My friends like 26 16 58 50 2.12
mathematics as any
2. (104) (48) (116) (50) Disagree
other subject in
school.
My likeness to 26 16 58 50 2.12
mathematics is due
3. (104) (48) (116) (50) Disagree
to the influence of
my friends.
Table IX: Teachers response to attitude of students towards mathematics influenced by
their friends.
S/N STATEMENT STRONGLY AGREE DISAGREED STRONGLY MEAN DECISION
AGREED DISAGREED
D
Agree /
(4) (3) (2) (1) (꓃)
Disagree
The type of 15 15 0 0 3.5
friends students
(60) (45) (0) (0)
have reflects on
1. their Agree
performance in
mathematics
examination.
Table VIII: Table viii reveals that a greater percentage of the students befriend those who
thinks that mathematics is difficult. 119 students (79.3%) agreed while 31 students (20.7%)
disagreed to the statement. To the statements my friends like mathematics as any other
subject in the school and my likeness of mathematics is due to the influence of my friends,
42 students (28%) agreed while 108 students (72%) disagree to both statements.
Table IX: shows that out of 30 teachers who responded to the statement that the types
of friend’s students have reflected on their performance in mathematics examinations there
was a 100% agreement to the statement.
From the above, it is evident that the attitude of students towards mathematics is
influenced by their friends. The hypothesis is therefore validated.
Research Question Five: Do students who do badly in mathematics during
examinations have negative attitude towards the study of mathematics.
Table X: Students response to research question five.
STRONGLY AGREED DISAGREED STRONGLY MEAN DECISION
AGREED DISAGREED
S/N STATEMENT Agree /
(4) (3) (2) (1) (꓃)
Disagree
1. My choice of 36 34 46 34 2.48 Disagree
mathematics is due
to my good (144) (102) (92) (34)
performance in the
subject.
No matter how 46 53 30 21 2.86 Agree
hard I work, I have
(184) (159) (60) (27)
2. never made good
grade in
mathematics
Table XI: Teachers response to research question five
AGREE
STRONGLY DISAGREED STRONGLY MEAN DECISION
AGREED D DISAGREED
S/N STATEMENT
Agree /
(4) (3) (2) (1) (꓃)
Disagree
It is rare to find 0 0 13 17 1.43
one that has
(0) (0) (26) (17)
1. been doing Disagree
badly in
Mathematics
Those who 15 10 4 1 3.3
don’t do well in
(60) (30) (8) (1)
Mathematics
during
2. Agree
examination do
not attend
Mathematics
classes
Table X: From Table X, we see that out of 150 students who responded to the statement my
choice of mathematics is due to my good performance in the subject, 70 students (46.7%)
agreed while 80 students (50.3%) disagreed to the statement. To the statement no matter how
hard I work, I have never made good grade in mathematics, 99 students (66%) agreed while
51 students (34%) disagreed.
Table XI: shows the response of teachers to various statements. To the statement, it is
rare to find one that has been doing badly in Mathematics, there was a 100% disagreement to
the statement. To the statement, those who don’t do well in Mathematics during examination
do not attend Mathematics classes, 25 teachers (83.3%) agreed while 5 teachers (16.7%)
disagreed.
From the above, it is evident that students who do badly in mathematics during
examinations have negative attitude towards the study of mathematics. The hypothesis is
therefore validated.
Research Question Six: Do students whose vocational aspiration require mathematics
have positive attitude towards the study of mathematics?
Table XII: Students response to their attitude being positive towards the study of
mathematics if their vocational aspiration requires mathematics.
STRONGLY AGREED DISAGREED STRONGLY MEAN DECISION
AGREED DISAGREED
S/N STATEMENT Agree /
(4) (3) (2) (1) (꓃)
Disagree
My choice of 68 57 19 6 3.25
mathematics is due
(272) (171) (38) (6)
1. to the future Agree
profession I have in
mind
Table XIII: Teachers response to students’ attitude being positive towards the study of
mathematics if their vocational aspiration requires mathematics.
DISAGREE
STRONGL AGREED STRONGLY MEAN DECISION
Y AGREED D DISAGREED
S/N STATEMENT
Agree /
(4) (3) (2) (1) (꓃)
Disagree
Students whose 8 10 7 5 2.70
vocational
(32) (30) (14) (5)
aspirations
1. require Agree
Mathematics do
well in the
subject
Table XII: In Table XII, we find that out of the 150 students who responded to these
questions, 125 students (83.3%) agreed that their choice of mathematics is due to the future
profession they have in mind while 25 students (16.7%) disagreed to it.
Table XIII: Table III reveals that out of 30 teachers interviewed 18 (60%) of them
admitted that students whose vocational aspirations require Mathematics do well in the
subject while 12 (40%) of them disagreed to the statement.
Based on the analysis, it is evident that most students whose vocational aspiration
require mathematics have positive attitude towards the study of mathematics. The hypothesis
is therefore validated.
