Ibok, Ekpenyong E., Thomas, Edet S., & Okri, John A
SELF CONCEPT AND ATTITUDE TOWARDS MATHEMATICS AS DETERMINANTS OF MULTIPLICATIVE THINKING AMONG PRIMARY SCHOOL PUPILS IN 5 AND 6 IN CALABAR EDUCATION ZONE OF CROSS RIVER STATE
Children frequently find multiplicative tasks to be a stumbling block in their Mathematics process. Many use inefficient and inaccurate counting method and encounter difficulties in memorizing tables. Pupils loose interest in multiplicative tasks because of the difficulties they experienced and these difficulties are due to pupils’ self concept and attitude to mathematics. Multiplicative tasks include comparing numbers through many processes. Initially, children tend to reason additively about multiplicative situations and this additive thinking is often resistant to change. Basic multiplicative tasks are considered to be foundational for further advancement in Mathematics. They form the bases for learning, multiplication multi-digit, factions, ratios, division and decimal. It is an individual’s idea reasoning ability or position taken with respect to multiplicative asks. Its development in individuals has always been recognized and solves problem efficiently. It requires a new level of sophistication in thinking about numbers and operations. Two hypotheses were formulated based on self concept and attitude toward Mathematics that formed the main variables of the study. Survey research design was adopted for the study. There are one hundred and fifty?four (154) public primary schools and ten thousand nine hundred and seventy nine (10979) including male and female pupils. A multi-stage sampling technique involving stratified and simple random technique was adopted in selecting 625 primary five pupils out of 6238 and 475 primary six pupils out of 4741, making a total sample of (1100) pupils out of (10979) pupils using 31 schools out of 154 for the study. The multiplicative achievement test item was the main instrument used for data collection. The reliability estimate of the instrument was established through the test re-test reliability methods. One way Analysis of Variance (ANOVA) and Independent t- test were the statistical technique adopted to test the hypotheses at .05 level of significance. The result of the analysis revealed that self-concept, attitude toward mathematics significantly influence pupils multiplicative thinking among pupils in primary 5-6 in Calabar Education Zone of Cross River State. Based on this finding, it was recommended that pupils should develop positive attitude toward mathematics in order to enhance their multiplicative ability.
Keywords: Self-concept, Attitude, multiplicative thinking
Ibok, Ekpenyong E., Thomas, Edet S., & Okri, John A
SELF CONCEPT AND ATTITUDE TOWARDS MATHEMATICS AS DETERMINANTS OF MULTIPLICATIVE THINKING AMONG PRIMARY SCHOOL PUPILS IN 5 AND 6 IN CALABAR EDUCATION ZONE OF CROSS RIVER STATE
Children frequently find multiplicative tasks to be a stumbling block in their Mathematics process. Many use inefficient and inaccurate counting method and encounter difficulties in memorizing tables. Pupils loose interest in multiplicative tasks because of the difficulties they experienced and these difficulties are due to pupils’ self concept and attitude to mathematics. Multiplicative tasks include comparing numbers through many processes. Initially, children tend to reason additively about multiplicative situations and this additive thinking is often resistant to change. Basic multiplicative tasks are considered to be foundational for further advancement in Mathematics. They form the bases for learning, multiplication multi-digit, factions, ratios, division and decimal. It is an individual’s idea reasoning ability or position taken with respect to multiplicative asks. Its development in individuals has always been recognized and solves problem efficiently. It requires a new level of sophistication in thinking about numbers and operations. Two hypotheses were formulated based on self concept and attitude toward Mathematics that formed the main variables of the study. Survey research design was adopted for the study. There are one hundred and fifty?four (154) public primary schools and ten thousand nine hundred and seventy nine (10979) including male and female pupils. A multi-stage sampling technique involving stratified and simple random technique was adopted in selecting 625 primary five pupils out of 6238 and 475 primary six pupils out of 4741, making a total sample of (1100) pupils out of (10979) pupils using 31 schools out of 154 for the study. The multiplicative achievement test item was the main instrument used for data collection. The reliability estimate of the instrument was established through the test re-test reliability methods. One way Analysis of Variance (ANOVA) and Independent t- test were the statistical technique adopted to test the hypotheses at .05 level of significance. The result of the analysis revealed that self-concept, attitude toward mathematics significantly influence pupils multiplicative thinking among pupils in primary 5-6 in Calabar Education Zone of Cross River State. Based on this finding, it was recommended that pupils should develop positive attitude toward mathematics in order to enhance their multiplicative ability. Keywords: Self-concept, Attitude, multiplicative thinking