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Document Type:Latin Dissertation
Language of Document:English
Record Number:55338
Doc. No:TL25292
Call number:‭3368263‬
Main Entry:Ifeoma Uzoka-Walker
Title & Author:Nigerian students' perceptions of mathematics in secondary educationIfeoma Uzoka-Walker
College:Teachers College, Columbia University
Date:2009
Degree:Ed.D.
student score:2009
Page No:131
Abstract:In terms of Nigerian students taking mathematics courses in high school, there are a number of factors that determine how they are perceived and how they perceive mathematics. This study was designed to investigate how variables, such as parental influence, teacher influence, religious influences and gender differences, play a role in Nigerian students' perceptions of mathematics in secondary education. The results from this study assisted in answering the following questions: (1) What are Nigerian students' perceptions of mathematics in secondary education? (a) Are Nigerian students' perceptions of mathematics in secondary education gender specific? (2) How do influences from parents, teachers, and religion factor into these perceptions? Eight of the Fenneman-Sherman Mathematics Attitudes Scales were used to measure the attitudes towards the learning of mathematics of Nigerian high school students. At conclusion of each questionnaire, the participants indicated their gender and religious affiliation. Among the gender of the participants the results of this study indicated that there was a statistical significant difference in two of the eight scales measured. Among the religious affiliations of the participants, there was a statistical difference in four of the eight scales measured. There was no statistical difference with gender and religion interaction in the eight scales. Statistical significant differences were found within questions from mother's attitudes, father's attitudes, and teacher's attitudes when gender and religion were individually measured. Leaders in Nigeria could use the results of this study to help meet educational goals by addressing the cultural and religious challenges facing Nigerian students. The findings of this study indicate that gender and religious affiliation disparities in Nigerian students should be further examined to determine strategies that could be formed to promote mathematics. Recommendations were made to the school that participated in this study to develop programs that address the cultural differences by religious affiliation to increase the parental and teacher expectations for their daughters in regard to mathematics education.
Subject:Social sciences; Education; Nigeria; Girls; Mathematics; Secondary education; Perceptions; Students; Religious affiliation; Gender differences; Mathematics education; Gender studies; 0733:Gender studies; 0280:Mathematics education; 0533:Secondary education
Added Entry:E. N. Walker
Added Entry:Teachers College, Columbia University