FACTORS INFLUENCING THE ATTITUDE OF STUDENTS TOWARDS

THE STUDY OF MATHEMATICS IN NIGERIA

 Abstract

Students’ attitude towards mathematics has been a factor that is known to

influence students’ achievement in mathematics. This study examined the

attitude of student’s towards Mathematics and factors influencing students’

attitude towards mathematics in Nigeria. The total population for the study

is 200 staff of selected secondary schools in Uyo, Akwa Ibom State was

selected randomly. The researcher used questionnaires as the instrument

for the data collection. Descriptive Survey research design was adopted for

this study. A total of 133 respondents made up principals, mathematics

teachers, senior staff and junior staff was used for the study. The data

collected were presented in tables and analyzed using simple percentages

and frequencies.
 CHAPTER ONE

INTRODUCTION

1.1 Background of the study

There is no disagreement on the importance of mathematics to both the

science, social sciences, business and to our everyday life (Omenka,

2013). Mathematics is the key element and activity in the day to day living

that every human being practices in one form or the other (kurumeh,

Akure, and Oguche, 2007). The knowledge of mathematics is an essential

tool in our society (Baroody, 1987). It is a tool that can be used in our

daily life to overcome the difficulties faced (Bishop, 1996). Due to this,

mathematics has been considered as one of the most important core

subject in a school curriculum. More mathematics lessons are likely to be

taught in schools and colleges throughout

the world than any other subject (Orton and Frobisher, 2004).

The Nigerian education accorded mathematics a special position in the

school curriculum. In fact, it made a core subject

for both arts and Science students. All the junior secondary schools

students have to pass it at the junior secondary school

certificate examination before they are allowed to register for senior

secondary school examination. In other words mathematics is one of the

core subjects both at the junior and senior secondary school levels. It is

also required that a student gets a credit pass

in it to get admission for science related courses in the universities. The

student under achievement in mathematics is not just a concern for

particular countries, but has become a global concern over the years (Pisa,

2003). Despite the relevance of mathematics and the efforts made

by the government to improve the student’s achievement in mathematics,

the result is not yet satisfactory. The West African

Examination council, WAEC (2004) chief examiner’s report shows that

1,090,503 candidates sat for external out of which only 10.5% passed. In

2005 out of 1464,301 candidates that sat for external only 15.2% passed

mathematics. In 2007, out of 1,484,611 candidates, only 18.5% passed

mathematics. National examination council, NECO (2006) report that many

of the candidates exhibited lack of knowledge of basic principles needed to

tackle some of the mathematics problem. Educational researchers have

expended time and energy trying to unravel the possible causes of

students’ poor attitudes and performance in Mathematics. An area that has

not been explored extensively is the influence of teacher attitude on

student attitude towards the study of the subject. Research findings

indicate that effective teachers facilitate learning by truly caring about their

students’ engagement and creating the right atmosphere that enhances

student learning (Noddings, 1995). They have high yet realistic

expectations about enhancing students’ capacity to think, reason,

communicate, reflect upon and critique their own practice, and they

provide students with opportunities to ask why the class is doing certain

things and with what effect (Watson, 2002). The relationships that develop

in the classroom become a resource for developing students’ attitudes and

Mathematical competencies and identities. These resources are very

essential to the learning of Mathematics. Attitude as a concept is concerned

with an individual’s way of thinking, acting and behaving. It has very

serious implications for the learner, the teacher, the immediate social

group with which the individual learner relates, and the entire school

system. Attitudes are formed as a result of some kind of learning

experiences students go through. This is mimicry, which also has a part to

play in the teaching and learning situation. In this respect, the learner

draws from his teachers’ disposition to form his own attitude, which may
likely affect his learning outcomes (Yara 2009). Yara (2009) avers that

teachers with positive attitude towards Mathematics were inclined to

stimulate favorable attitudes in their pupils. This immediately puts the

teacher in the spotlight as one whose attitude, expressed in their behavior,

has a telling effect on students. Teachers’ attitude and beliefs play a very

significant role in shaping classroom practices (Bolhuis & Voeten, 2004).

Does teacher attitude towards teaching significantly predict student

attitude towards the learning of Mathematics and enhance students’

achievement? Evidence of the relationship between teacher attitude and

student attitude towards Mathematics have been anecdotal hence the need

to undertake this study for practical evidence.

1.2 STATEMENT OF THE PROBLEM

The rate of failure in both internal and external examinations

in mathematics these days is quite alarming. The failure rate deteriorates

from year to year (WAEC, 2005).

The student’s attitude towards an academics subject is a

crucial factor in learning and achievement in that subject. Whether a

student views himself or herself as a strong or weak person in a specific

subject may be an important factor in his or

her academic achievement. Papanastasiou, 2002) showed that there is a

positive relation between mathematics and mathematics

achievement. According to Schreiber 2002), those who have positive

attitudes towards mathematics have a better performance

in the subject. However, the study focuses on the factors influencing the

attitude of students towards the study of mathematics in Nigeria

1. 3 OBJECTIVE OF THE STUDY

The main objective of this study is factors influencing the attitude of

students towards the study of mathematics in Nigeria. But for the

successful completion of the study; the researcher intends to achieve the

following sub-objectives;

1. To examine the factors that influence student attitude towards the

study mathematics

2. To examine the impact of school environment in students’

performance in mathematics

3. To ascertain the relationship between teacher approach in teaching

mathematics and student attitude towards the subject

 4. To suggest possible solution and remedy to negative attitude imbibe

by students towards the learning of mathematics.

1.4 RESEARCH HYPOTHESES

For the successful completion of the study, the following research

hypotheses were formulated by the researcher;

H0: there are no factors that influence student’s attitude towards study of

mathematics

H1: there are factors that influence student’s attitude towards study of

mathematics

H02: there is no significant relationship between teacher approach in

teaching mathematics and student attitude towards the subject

H2: there is a significant relationship between teacher approach in teaching

mathematics and student attitude towards the subject

1.5 SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings will be of

benefit ministry of Education. The study will help determine the teacher’s

attitude towards teaching of mathematics that can affect student’s

performance and the solution. The study will also be of great benefit to the

researchers who intends to embark on research on similar topics as it will

serve as a guide. Finally, the study will be of great importance to

academia’s, lecturers, teachers, students and the general public.

SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers factors influencing the attitude of students

towards the study of mathematics in Nigeria. The researcher encounters

some constrain which limited the scope of the study;

a) AVAILABILITY OF RESEARCH MATERIAL: The research material

available to the researcher is insufficient, thereby limiting the study

b) TIME: The time frame allocated to the study does not enhance wider

coverage as the researcher has to combine other academic activities and

examinations with the study.

c) Organizational privacy: Limited Access to the selected auditing firm

makes it difficult to get all the necessary and required information

concerning the activities.

DEFINITION OF TERMS
FACTOR: A number or quantity that when multiplied with another

produces a given number or expression .

INFLUENCE: The capacity to have an effect on the character,

development, or behavior of someone or something, or the effect itself

ATTITUDE: A settled way of thinking or feeling about something.

STUDY: The devotion of time and attention to gaining knowledge of an

academic subject, especially by means of books.

MATHEMATICS: Mathematics is the science that deals with the logic of

shape, quantity and arrangement. Math is all around us, in everything we

do. It is the building block for everything in our daily lives, including mobile

devices, architecture (ancient and modern), art, money, engineering, and

even sports.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as

follows

Chapter one is concern with the introduction, which consist of the

(overview, of the study), historical background, statement of problem,

objectives of the study, research hypotheses, significance of the study,

scope and limitation of the study, definition of terms and historical

background of the study. Chapter two highlights the theoretical framework

on which the study is based, thus the review of related literature. Chapter

three deals on the research design and methodology adopted in the study.

Chapter four concentrate on the data collection and analysis and

presentation of finding. Chapter five gives summary, conclusion, and

recommendations made of the study

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

The way students perceive a teacher or a subject determines their success

or failure in that subject. Some students today perceived mathematics as

no go area because of the negative impressions passed down to them by

the past generation who had bad experience with unqualified mathematics

teachers which is still in circulation: that mathematics is the most difficult

subjects in the school, it is not meant for everybody, not everybody passes

it, it is meant for those with special talent (Audu, 1995). On hearing all

these negative expression since before school age or getting admission into

school, the child psychologically develops fear for the subject and come to

the lesson with these notion and if confronted with any mathematical

problem solving will quickly conceptualized him/her self: I cannot do any

difficult task, it is not meant for people like me, accepting defeat since

before trying which disassociate learning pattern which are impossible to

build upon. Therefore, the hierarchy needs of both teachers and students

should be met to motivate both for better performance. According to

Maslow, teachers should do everything possible to help students satisfy

their deficiency because an inner motivation for knowledge will not develop

until these basic needs are met. He observed that teachers are not always
able to intervene in student’s life to the extent necessary to fulfill deficiency

needs, but suggested that, teachers instead are in a position to provide a

classroom conducive for learning,, that could fulfill deficiency needs,

especially in mathematics, a subject which if not passed with credit, no

student could be given admission into any tertiary institution. He concluded

that, teachers and primarily parents, as much as possible should help and

encourage their children in meeting deficiency needs, which consequently

could enhance effective teaching and learning of all subjects.

2.2 THEORIES ON ATTITUDE

Attitude is a psychological tendency that is expressed by evaluating a

particular entity with some degree of favor or disfavor (Eagly & Chaiken,

1993). It is a predisposition or a tendency to respond positively or

negatively towards a certain idea, object, person, or situation or an attitude

object. Attitude influences an individual’s choice of action, and responses to

challenges, incentives, and rewards (Business Dictionary). Zelley, Marianne

and Elaine (2005) postulate that attitudes are generally positive or negative

views about a person, place, thing or event which are often referred to as

the attitude object. Arul (1995) quotes Allport’s definition of attitude as a

mental and neural state of readiness organized through experience,

exerting a directive or dynamic influence upon the individual's response to

all objects and situations with which it is related. Implicit in the various

definitions is that attitude is a psychological orientation developed as a

result of one’s experiences, which influences how a person views

situations, objects or people, and how she appropriately responds to them.

The response may be positive or negative; favorable or unfavorable;

neutral or ambivalent.

2.3 COMPONENTS OF ATTITUDE

Research suggests that there are three different components of attitude.

These are the cognitive component, the affective component, and the

behavioral component (Eagly & Chaiken, 1993; Maio & Haddock, 2010).

The cognitive component of attitude is what the individual thinks or

believes about the attitude object. An example is that a person might think

that a snake is a dangerous reptile. The affective aspect of attitude is the

feelings or emotions of the individual associated with the attitude object.

For example, the sight of a snake may evoke the feeling of fear in the

individual. The behavioral component is the tendency to respond in a

certain way to the attitude object. An example is a person choosing to run

away or scream upon seeing a snake. Hence the cognitive, affective and

behavioral components of attitude are interrelated and interconnected.

2.4 FORMATION OF ATTITUDE

Research has shown that formation of attitude is experiential. People form

attitudes through their experiences in life. Social psychology explains how

attitudes are formed using three major learning theories which are classical

conditioning, operant conditioning and observational learning. Propounded

by Ivan Pavlov, classical conditioning is a procedure for modifying behavior

in which repeated pairing of conditioned stimulus with an unconditioned

stimulus leads to the development of a conditioned response (Ntim, 2010,

Linero & Hinojosa, 2012). Classical conditioning entails neutral stimuli that

naturally elicit a response. Children, for instance, become fans of football

clubs of their fathers. They grow up believing that those particular football

clubs are the best and develop the same passion for the clubs. Hence, we

form attitudes according to how we are conditioned or how our

experiences condition us. Skinner’s Operant Conditioning theory is a form

of learning in which a response is made in anticipation of a stimulus. In

operant conditioning, reinforcement increases the likelihood that behavior

will be repeated (Ntim, 2010). Behaviors that are followed by positive

consequences are reinforced and are more likely to be repeated than are

behaviors and attitudes that are followed by negative consequences (Moris

& Maisto, 2001). Operant conditioning requires the use of reinforcement

and punishment. A case in point is if a child’s mother smiles at her anytime

she picks something up for her, the child begins to realize that it is good to

be helpful and she is likely to repeat the behavior. Conversely, if a mother

screams at a child for picking up a puff of a piece of cigarette, the child will

grow up having an unfavorable attitude towards smoking and probably

those who smoke. This is due to the negative consequence of her action.

Finally, people also learn attitude through observation of people around

them, especially if they are people they admire, respect or hold in high

esteem. Children therefore invariably observe the attitude of parents and

teachers and learn a lot from them. Observational learning theory

propounded by Albert Bandura posits that behaviors are acquired by

watching another or the model that performs the behavior (Yara, 2009).

The model displays the behavior and the learner observes and tries to

imitate it. Teachers are, invariably, role models whose behaviors are easily

copied by students.

2.5 ATTITUDE TOWARDS MATHEMATICS

Some authorities regard attitude towards Mathematics as just a like or

dislike for Mathematics, while others extend the meaning to embrace

beliefs, ability, and usefulness of Mathematics. For Zan and Martino (2007),

attitude towards Mathematics is just a positive or negative emotional

disposition towards Mathematics. Neale (1969), however, defines attitude

towards Mathematics as an aggregated measure of “a liking or disliking of

Mathematics, a tendency to engage in or avoid Mathematical activities, a

belief that one is good or bad at Mathematics, and a belief that

Mathematics is useful or useless” (p. 632). Similarly, Hart (1989) considers

attitude towards Mathematics from multidimensional perspectives and

defined an individual’s attitude towards Mathematics as a more complex

phenomenon characterized by the emotions that he associates with

Mathematics, his beliefs about Mathematics and how he behaves towards

Mathematics. Attitude towards Mathematics includes the tendency to be

fearful of and anxious about Mathematics. Attitude towards Mathematics

has cognitive, affective and behavioral components; and like any other kind

of attitude, it can be formed through any of the three processes described

earlier. A student can develop positive attitude towards Mathematics

because he or she learns to associate positive experiences or events with

it. Also, positive reinforcement creates room for the formation of positive

attitude for Mathematics. And by no means is students’ observation of

teachers and teachers’ behavior especially in relation to Mathematics

among the least of the factors that influence their attitude towards

Mathematics

2.6 STUDENT ATTITUDE TOWARDS MATHEMATICS

The conceptions, attitudes, and expectations of students regarding

Mathematics and Mathematics teaching have been considered to be very

significant factors underlying their school experience and achievement

(Borasi, 1990; Shoenfeld, 1985). In general, the concepts students hold

about Mathematics determine how they approach the subject. In many

cases, students have been found to approach Mathematics as procedural

and rule oriented. This prevents them from experiencing the richness of

Mathematics and the many approaches that could be used to develop

competence in the subject. Attitude can also be gender related. There are

many who hold the view that boys do better in Mathematics than girls. This

belief tends to affect the attitude of girls towards Mathematics. Farooq and

Shah (2008) in a study of secondary school students in Pakistan found that

there was no significant difference in confidence of male and female

students towards Mathematics at secondary school level. They rather found

that students’ success in Mathematics depended on attitude towards the

subject. Nonetheless, some studies have found gender difference in

students’ confidence in Mathematics. Compared to boys, girls lacked

confidence, had debilitating causal attributional patterns, perceived

Mathematics as a male domain and were anxious about Mathematics

(Casey, Nuttal & Pezaris, 2001). In the study, girls were found to have

lower self-confidence in Mathematics than boys. Instructively, research on

the relationship between student attitude and performance has also been

inconclusive. Researches that have been conducted to determine the

relationship between students’ attitude towards Mathematics and

achievement in Mathematics have yielded contradictory results. The

findings have thus lacked consistency on the subject. Some studies have

demonstrated a strong and significant relationship between Mathematics

attitude and Mathematics achievement (Minato & Yanase, 1984, Randhawa

& Beamer, 1992, Schenkel, 2009). In the Schenkel’s (2009) study of

elementary school pupils, positive correlation between student attitude and

student performance was found. Student beliefs and attitudes were found

to have the potential to either facilitate or inhibit learning. In a comparative

study of factors influencing Mathematics achievement, Burstein (1992)

found that there is a direct link between students’ attitudes towards

Mathematics and student outcomes. Cheung (1998), in his study of 11-13

year olds, also discovered positive correlation between attitude and

Mathematics achievement. The correlation showed that the more positive

the attitude, the higher the level of achievement in the student. Some

researchers have, however, demonstrated that the correlation between

attitude towards Mathematics and achievement in Mathematics was rather

weak and could not be considered to be of practical significance (Vachon,

1984; Wolf & Blixt, 1981). In a meta-analysis of 113 primary studies

involving elementary and secondary school children, Ma and Kishor (1997)

found that attitude towards Mathematics and achievement in Mathematics

was positively and reliably correlated but not strong. The correlation was

not statistically significant. Flowing from the preceding findings, studies in

different cultural settings are eminent to realize the influence of student

attitude towards Mathematics on student learning outcomes in the subject.

2.7 TEACHER ATTITUDE TOWARDS MATHEMATICS

An understanding of how attitudes are learned should establish a

connection between teachers and students’ attitudes, and attitudes and

performance. Schofield (1981) reports that positive teacher attitude

towards Mathematics was significantly related to high achievement in

pupils. Bridget, Vemberg, Twemlow Fonag, and Dill (2008) studied how the

teachers’ attitude contributed to students’ academic performance and

behavior. The study unveiled, among other things, that students with more

devoted teachers were regarded by their peers as helpful to victims of

bullying relative to students with less devoted teachers. The study also

disclosed that students with the devoted teachers had the courage and

determination to face difficulties in school life. Teachers were recognized as

those who provided support, encouraged students and their value for love

eradicated unwanted behavior in students. Teachers are, invariably, role

models whose behaviors are easily copied by students. What teachers like

or dislike, appreciate and how they feel about their learning or studies

could have a significant effect on their students. Unfortunately however,

many teachers seldom realize that how they teach, how they behave and

how they interact with students can be more paramount than what they

teach (Yara, 2009). Like all other kinds of attitude, a teacher’s attitude

towards Mathematics can be measured by the emotional response towards

Mathematics (affective), beliefs about Mathematics (cognitive), as well as

behavior. Clarke, Thomas and Vidakovic (2009) postulate that attitudes

and practices of teaching Mathematics are complexly affected by beliefs,

emotions, social context and content knowledge. Studies confirm that

emotional responses toward Mathematics that are found in teachers

include like and dislike of Mathematics, anxiety associated with

Mathematics and self-confidence in relation to Mathematics (Phillipou &

Christou, 1998, Brady & Bowd, 2005, Henderson & Rodrigues, 2008).

These emotional factors have been found to have an impact on student

performance. In their study of teachers’ self-esteem connected to

Mathematics, Henderson and Rodrigues (2008) found that approximately

half of the participating pre-service teachers, some of whom were highly

qualified, lacked self esteem in relation to Mathematics. Burks, Heidenburg,

Leoni and Ratliff (2009) stipulate that teachers’ exhibition of self

confidence when teaching Mathematics motivates student achievement in

Mathematics. The learner draws from the teacher’s disposition to form his

own attitude which may affect her learning outcomes. Teachers’ beliefs

about Mathematics such as the usefulness of Mathematics, the way

Mathematics should be learned, the difficulty or ease of Mathematics, as

well as gender ability and beliefs also affect their attitude towards the
subject and impact on students’ performance. According to Philippou and

Christou (1998), teachers’ beliefs about the utility of Mathematics are often

found to correlate with either a more positive or negative attitude towards

the subject. It is believed that a teacher who sees no usefulness of

Mathematics in the real world and believes that Mathematics should be

learnt as a set of rules and algorithms will require his students to memories

procedures and rules without meaning. This is a negative outlook that will

make his students develop a negative attitude towards the subject. Also, a

teacher who believes that girls are poor in Mathematics is likely to impact

negatively on girls in his class who will begin to believe that they cannot do

Mathematics. Another aspect of the teacher’s attitude towards Mathematics

is the teacher’s behavior in relation to Mathematics. Such Mathematics-

related behavior as avoidance of Mathematics, pursuit of Mathematics and

instructional behavior in the classroom all affect student attitude and

performance. Usually, the way that Mathematics is represented in the

classroom and perceived by students, even when teachers believe they are

presenting it in authentic and context dependent way stands to alienate

many students from Mathematics (Barton, 2000, Furinghelti & Pekhoren,

2002). Ogunniyi, as cited in Yara, (2009) stipulates that students’ positive

attitude towards Mathematics is enhanced by the following teacher-related

factors: teachers’ enthusiasm, teachers’ resourcefulness and helpful

behavior and teachers’ thorough knowledge of the subject-matter and their

making Mathematics quite interesting. It is inferred that teachers can foster

in students the positive attitudes about Mathematics that help to build

confidence by: encouraging the belief that everyone can “do” Mathematics

emphasizing effort, not innate ability; modeling enthusiasm for teaching

and learning Mathematics; addressing the learning styles of students by

providing a variety of ways for students to gain an understanding of

difficult concepts; helping students to appreciate the value of Mathematics

in their lives; and choosing activities carefully (not too easy, not too hard),

so that students can be both challenged and successful (Ministry of

Education, Ontario (2004)

2.8 FACTORS REINFORCING ATTITUDES

Oppenheim (1966) defines attitude as a state of readiness, a tendency to

act or react in a certain manner when confronted with certain stimuli. More

specifically to learning, Wasiche (2006) defines attitude as a feeling

towards something or somebody which is sometimes reflected in a person’s

behavior. Attitudes formed by an individual mostly depends on his/her

experience in the learning environment. Attitudes are further enhanced by

interpersonal interaction. Heider (1946) and Njue (2005) explain that

attitude is either positive or negative depending on whether a person likes

or dislikes something or someone. The question which came to mind was

what would be the likely sort of such attitudes among students in

secondary schools and what could be the reinforcing factors? Sources of

negative or positive attitudes may not be pin-pointed. Their source may

overlap depending on an individual’s learning environment. For the purpose

of this review, the following were the identified likely reinforcing factors of

attitudes towards learning in general and learning and performance of

mathematics in particular.

2.8.1 GENETIC PREDISPOSITION

Cockcroft (1982) refers briefly to theories indicating that different attitudes

could be as a result of genetic factors or hormonal influences or even

differences in brain lateralization. Despite the report being credible, this

assertion may not exactly be verified as to how a student, either a girl or a

boy may be pre-disposed to like something or dislike it. Twoli (1986)

agrees that there is no clear-cut evidence that a learner is pre-disposed

genetically. But Twoli (1986) cited cases of documented differences in

cognitive ability between girls and boys which in one way or another, the

learner may form attitudes towards learning a particular subject Orton

(1987) agrees with the view that ability especially in mathematics is not

innate, and he qualifies his assertion by stating that: “Mathematics abilities

are not innate, but are properties acquired in life that are formed on the

basis of certain inclination… some have inborn characteristics in structure

and functional features to the development of mathematics abilities.

Anyone can become an ordinary mathematician, (but) one must be born an

outstandingly talented one” (p. 111) While he is not completely dismissing

the genetic factor, he agrees that other pertinent factors come into play.

This researcher’s interaction with some of the high school students has

shown that there are students who do well in other subjects but not in

mathematics. Some openly resisted learning mathematics but in internal

and external examinations, they posted above average results in other

subjects while performing dismally in mathematics. Orton (1987) in his

research indicates that males excelled in spatial ability whilst females

excelled in verbal ability. These differences may predispose the students to

view mathematics learning differently. But (Ying et al, 1991) disagreed that

the difference in ability may not necessarily be genetic but could be due to

other factors. This study intended to find out what attitudes these students

have formed towards learning of mathematics which by the end of their

secondary education reflected poor performance in Kenya Certificate of

Secondary Education (KCSE).

2.8.2 INDIVIDUAL STUDENT’S EXPERIENCE

Twoli (1986) asserts in his work that there is a relationship between

achieved grades in earlier examinations at same level and attitudes formed

by students towards learning sciences and mathematics. Repeated low

academic achievement might lead to negative attitudes towards the subject

which in turn may influence how a student will learn the subject in the

subsequent years of education. The challenge though to this assertion is

whether the repeated low grades achieved earlier influence attitudes

formation or do attitudes formed earlier influence how a student learns

mathematics and consequently how the student will perform in KCSE. But

“learned helplessness” (Twoli, 1986:34) due to repeated low achievement

in mathematics examination may lead to unfavorable attitudes towards

mathematics learning. This study intended to identify existence of such

cases among students in Bureti district. Documented reports in Britain

indicate that fewer girls than boys participate in mathematics courses in

tertiary levels. HMI Survey (1977) indicates that girls on average score

lower marks than boys at the end of course examinations. As boys and

girls interact at school in general and particularly in class, they get to know

of this scenario and form varied attitudes towards learning of mathematics.

In support of this, a study by (Costello, 1991) on 11-16 year olds shows

that students formed different attitudes towards mathematics. Some

described mathematics as hard or difficult. Some girls in particular believed

that mathematics is a boys‟ subject. However there was little identifiable

difference in attitudes towards learning of mathematics amongst girls and

boys below 11 years old (Costello, 1991 and Beagle, 1973). Despite this

assertion, examination results show disparities in performance among boys

and girls (KCSE, 2007). This implies that primary school children join Form

One while having positive or neutral attitudes towards learning of

mathematics. But one wonders what might be happening to these students

as they learn in secondary schools. Such that by the time they prepare for

KCSE, they seem to have formed unfavorable attitudes towards

mathematics. As students interact with each other in secondary schools,

they influence each other with regard to their perception of mathematics.

Peers may influence others, that mathematics is unfeminine (Costello,

1991). At this stage of learning, image issue is so pertinent that a student

will not wish to be different from his/her peer group. This could lead to

formation of attitudes which are also compounded by stereotyped slogan

“bright girl fear success” or “nice girls don’t do mathematics” (Costello,

1991). Other unfounded statement is, “mathematics is done by real men”.

This could be internalized in the students‟ minds; hence they view

mathematics differently from other subject Similarly, provision of

appropriate education for gifted children may not be easy. Her Majesty

Inspectorate (HMI) Survey (1977) in Britain reported a variety of attitudes

formed by very able students. They included; indifference and even

hostility to any special attention exhibited in class by other students or by

teachers. May be, they think that it is not them who need attention but the

weak students. As these gifted students and low achievers interact, diverse

attitudes towards learning of mathematics may be formed unless

appropriate attention is given to each category of students and an

adequate intervention made. In Kenya secondary schools, no special

attention is given to students with specific learning needs hence a scenario

similar to the one mentioned above is replayed frequently in classrooms

and may result in formation of attitudes towards learning. Callahan (1981)

stated that students are very important and that their feelings have a

strong effect upon the amount of work, the effort put therein and the

learning that is finally acquired. Students‟ experience of negative feelings

towards learning of mathematics may lead to unfavorable attitudes to the

subject. Such negative feelings could be as a result of excess work load or

poor teachers teaching method and the teacher’s failure to attend to

individual difference. Stanic (1995) while quoting Fennema (1976) stated

that some boys enjoy more learning mathematics than girls. This is so

depending on their earlier experience. But he asserted that if the learning

environment created by the teacher is enabling, both sexes persist in doing

mathematics. The various attitudes formed by students as they interact in

school, have determined how they learn mathematics. Consequently, this

determines their achievement in secondary school mathematics

examinations. Whenever attitudes are formed, especially negative

attitudes, girls are usually the ones who are on the receiving end. Research

by Kaino (1998) in Botswana found out that girls had more negative

attitudes than boys. He also found out that girls feel harassed by boys
when they do not answer questions correctly in class. This was so in mixed

classes. That they feel shy when with the opposite sex, learning

mathematics together. Boys on the other hand indicated that they cannot

concentrate when they learn while sitting next to girls. Worse still, they

claim girls make noise (Kaino, 1998). While this may be challenged,

differences in achievement in mathematics amongst the sexes bear witness

that attitudes formed may differently influence learning among the two

sexes. This study attempted to identify attitudes formed by students as a

result of their own individual experience.

2.8.3 SOCIETAL INFLUENCE

By the time a student joins Form One, he/she will have interacted with

his/her parents, who to a great extend, influence his/her perception of

learning in school in general and specifically learning of mathematics.

(Orton, 1994) attributed the noticeable difference in learning among boys

and girls to “societal attitudes and expectations”. He asserted that

influences of society and from the environment affect mathematical

development of students at various levels amongst boys and girls. Boys

and girls are socialized differently while playing children games. Boys are

engaged in more vigorous activities while girls take more passive roles.
This scenario is replayed in school and in class while learning. If no

deliberate steps are undertaken to counter this mind-set, students may

form unfavorable attitudes towards any learning activity and this may lead

to variation in what is learned in a subject. On the other hand difference in

parental expectations and desires and pressure they exert at home on their

sons and daughters has been attributed for attainment variations among

the sexes (Orton, 1994). Society views mathematics as a male subject as

Costello (1991) found out. This is especially when parents react and

reinforce daughters and sons differently. When their children do something

mathematical, daughters are told “you’ve really tried” meaning nothing

much is expected from the female child. But to their sons, they are told

“you can do far much better” (Costello, 1991). Meaning male children are

expected to do a lot more in mathematics. Such comments said by parents

consciously or without much thought are registered in the subconscious of

a child and may influence how he/she perceives mathematics. Hence

formation of attitudes among students may have been unconsciously

registered from parents particularly and from the society in general. Dislike

of mathematics found in both adults and students are associated with

anxiety and fear. This anxiety and fear may elicit negative attitudes
towards the subject among adults and these general unfavorable

perceptions and attitudes about mathematics are passed on to children

from adults. Society treats and views mathematics as an unknown territory

made up of x‟s and y‟s. Society also views mathematics teachers as

sarcastic and impatient, didactic and scornful (Mac nab and Cummine,

1986). These views are unconsciously picked by students and they come to

mathematics classroom with an already distorted perception and attitudes

towards learning of mathematics. Ying et al (1991) did a study comparing

894 students from 26 schools in Hong Kong. They undertook a study to

identify correlations between mathematics achievement and expectations

from parents and of students themselves. After conducting multiple

regression analyses, they revealed that the parental expectation and

students‟ achievement in mathematics had a strong correlation. Whether

societal and parental expectations influence attitudes formation amongst

secondary school students was the contention of this study

2.8.4 SCHOOL INFLUENCE.

In any given year of learning a student spends more time in school than at

home. Much influence on a student’s learning could in school given this

much time spend therein. While at school he/she goes through a planned
school program. He/she is subjected to a curriculum of mathematics which

is administered in a classroom. Eshiwani (1984) emphasized the need to

have adequate resources in school to ensure students effectively learn

mathematics. These resources include adequate and appropriate

dimensional models, geo-boards, and textbooks among others. Access to

these learning resources will determine how students learn mathematics.

National schools are well equipped but district schools lack basic resources

(Twoli, 1986). If the school administration has not provided sufficient

number of these 19 resources, learners, especially girls, are likely to resent

mathematics as being too involving and too much competitive. Russell

(1983) also found out that manipulative teaching models are preferred by

boys. Hence in a mixed classroom, boys „lord‟ over them while girls „lose

out‟ in the use of these apparatus and materials (Twoli, 1986). Use of

textbooks with sexist orientation has not helped things either (Costello,

1991). Textbooks written by some authors have examples of boys doing

very well. Frequent use of boys names in the end-of-topic exercises make

girls to feel that they are „passengers‟ in mathematics learning. While in

school, girls are given less airtime to express themselves while boys can

rumble and mumble and yet the teacher stills waits for him to finish (Twoli,
1986). Fennema and Sherman (1976) while discussing on gender-

difference in mathematics achievement suggested that successful

programs need to be established in schools to ensure adequate access to

learning resources. They assert that clubs and symposiums in school

increase hands-on activities during mathematics session and suggest more

mathematical questions asked should be from the hands-on activities. The

two authors also suggest that the subject should be gender neutral activity

especially in school. While these are good suggestions, and that hands-on

activities have also been recommended for secondary school teaching and

learning of mathematics, the students still perform dismally. The in service

training that all mathematics teachers underwent in Bureti district in

ASEI/PDSI program (SMASSE, 2004) has not improved mathematics

performance among secondary school students (KNEC Report, 2007). This

required a study to find out whether students‟ experience in secondary

school has contributed to formation of attitudes towards learning of

mathematics.

2.8.5 MATHEMATICS TEACHERS

New curriculum implementation and syllabus re-arrangement become a

challenge to teachers to acquaint themselves and this impacts negatively

on how students learn mathematics while in class (Russell, 1983). Fishbein

and Ajzen (1975) argue that whenever a new concept is introduced in the

syllabus or taught for the first time in class, an attitude towards it is

formed both by the students and the teachers. The teacher’s attitudes

reinforce the attitudes formed by the students towards learning of the new

concept or the consequent similar concepts. Twoli (1986) in his work on

sex-difference in science achievement found out that teachers‟

characteristics influence learning. A teacher’s way of looking at issues

generally and in particular, mathematical concepts influence the learner. A

student would like to learn a new concept depending on how the teacher

presents it. Flanders (1965) also found that students of teachers who vary

their teaching style have positive attitudes and these teachers are able to

teach a concept (in mathematics) better and learning is made easier. She

added that it is paramount for such a teacher to have a mastery of content

being taught. If this be the case students‟ attitudes towards learning of

mathematics may be enhanced. Flanders (1965) adds that teachers who

show acceptance, clarifications of students‟ feelings and praise have been

associated with more positive attitudes towards a higher achievement by

the students. Costello (1991) agrees that many teachers often

unconsciously reinforce and validates students‟ perceptions of appropriate

gender-related behavior. He further asserts that boys are assigned

assertive roles and when they do well they are told they have a talent. But

girls may be assigned less assertive roles and when they do well in

mathematics, they are reminded that they have at least worked hard to

achieve such grades. Because of this unconscious reinforcement from

teachers, boys and girls form different attitudes towards learning of

mathematics. Costello (1991) also found out that advice given to girls by

teachers is too restricted in scope, usually too little and given too late when

a female student is almost completing her secondary school education.

Teacher’s gender may determine how he/she portrays mathematics.

Unconsciously male and female teachers form attitudes towards the

subject they are teaching. These attitudes formed by teachers depending

on their own gender influence how their students will learn the subject

being taught, mathematics included. Fennema and Sherman (1976) assert

that teachers are a major determinant in students‟ learning of mathematics

and to a large extend determine what the students might achieve

(Eshiwani, 1984). This is because of the teacher’s inherent attributes;

his/her qualification and training, his/her general behavior and attitudes

towards mathematics, other subjects and towards the students themselves.

Worth noting is that most female teachers prefer to teach language

subjects and in arts subjects. But male teachers mostly prefer science and

mathematics. This scenario is consciously registered in minds of the

students and in the process they unconsciously form attitudes towards

learning in general and particularly learning mathematics (Oketch, 1982),

(Mwangi, 1983), (Cockcroft, 1982) and (Onyango, 2003). Cockcroft (1982)

noted aptly that there is no area in knowledge, where a teacher has more

influence over the attitudes as well as the understanding of his/her pupils

than he/she does in mathematics. During his/her professional life, a

teacher of mathematics may influence for good or bad the attitudes

towards mathematics of several students and decisively affect many of

their career choices. Orton‟s (1987) works found out that teachers pay

more attention to boys than girls while teaching mathematics because of

their own prejudiced believe that boys achieve better than girls in

mathematics. This could be so in a mixed class, but not in a single-sex

class. Regardless of this misconception, girls achieve more in mathematics

in single sex schools than in mixed schools while boys perform better in
mixed schools than in single sex schools KNEC Report (2007). Hence the

type of class set up became this study’s contention.

2.9 FACTORS CONTRIBUTING TO POOR PERFORMANCE IN

MATHEMATICS

i) Methods of Teaching Mathematics Data obtained indicate that

5.6% of the teachers use lecture method, 3.4% use project,

64.2% use discussions, discovery method is used by 6.5% while

27% of the teachers use the question/ Answer method. According

to (Costello, 1991) lecture method is ineffective in that it turns the

learners into passive participants in the learning process. However

despite the disadvantage, lecture method is useful in covering

large content (SMASSE, 2007). Discussions, project and discovery

methods creates an enabling environment for the learners and

ensures that individual differences are taken care of.

ii) Teaching/Learning Materials for Mathematics Information

obtained on availability of teaching/learning materials for

mathematics in secondary schools indicate that text books are

leading with 94.1%, followed by mathematics geometrical sets

(28.4%) and colored chalk (25.3%). Whereas, charts and

 mathematics models take 10.5% and 6.2% respectively..

According to Psacharopolous and Woodhall (1985) textbooks are a

major input for performance in examinations. This view is shared

by Chepchieng (1995) who observes that availability of and quality

of textbooks in a secondary school is strongly related to

achievement among children from lower income families especially

those in rural boarding schools. that physical facilities contribute

positively to students academic performance ( Munda, Tanui &

Kaberia, 2000). Also 43.5% of all students indicated that schools

lacked physical facilities and the ones existing were poorly used.

According to Munda, Tanui and Kaberia, (2000) physical facilities

contribute positively to student’s academic performance.

iii) Effectiveness of Mathematics Teachers in Teaching

Student’s opinion on the effectiveness of their Mathematics

teachers in teaching the subject shows that 63.3%% indicated

that they are highly effective, 27.5% indicated that they are

average and 1.9% indicated that they are not effective.

iv) Teachers’ Attitude towards Mathematics Data obtained after

analyzing teachers’ responses on items soliciting their attitude

 towards mathematics indicate that they have a positive attitude

towards the subject. The overall mean perception of Mathematics

by the Mathematics teachers was 4.18 out of maximum possible

score of 5.00. This implies that Mathematics teachers have a

positive attitude towards Mathematics (4.18>2.50). v)

Mathematics Teachers’ Workload Data obtained shows that 27.8%

of Mathematics teachers teach below 15 lessons per week, 66.7%

teach between 16 to 30 lessons, while 27.8% teach more than 30

lessons in a week. According to the Ministry of Education (2008) a

teacher in a secondary school is supposed to teach at most 30

lessons in a week. This indicates that 27.8% of mathematics

teachers are overloaded. This percentage is high and may

contribute to poor performance in mathematics. vi) Mathematics

Remedial Lessons Information obtained shows that 55.6% indicate

that remedial lessons are required in order to have mathematics

syllabus completed.

2.10 SOCIO ECONOMIC FACTORS AFFECTING PERFORMANCE IN

MATHEMATICS
i) Students’ Parents/Guardians Education background. Results

indicated that most parents/guardians (66.3%) do not have

education beyond secondary school education, 27.5% have

college education and only 6.2% have university education. thus

they may not be good role models for their children in academic

matters. Desarrollo (2007) indicated that the extent to which

parents or other family members are actively engaged in a

student’s education had appositive influence on the student’s

achievement

ii) Source of Income for Students’ Parents/Guardians

Student’s parents/Guardians sources of income are farming

(39.9%), salary (38%), Business (16.8%) and casual labor

(5.3%). However, it was clearly indicated that the income is not

consisted; therefore students whose parents rely on them are

likely to get inadequate learning resources, and other essential

requirements. Performance from such student will always be poor.

According to Conger et al 1992, 1993, 1999 low parental socio-

economic status is associated with diminished resources hence

contributing to lower academic achievement.

iii) Cultural Factors Mathematics teacher’s responses on socio-

economic factors contributing to poor performance in Mathematics

cited circumcision (11.1%), beliefs (50%), early marriage (5.6%)

and family income (61.1%). Also, cultural constraints negatively

impacts on achievement level among students. Children who come

from insecure environments caused by socio-cultural practices

such as cattle rustling, early marriages and female genital

mutilation (FGM) show emotional problems at school. They lack

concentration in class and confidence in whatever task they are

given to do (Durojaiye, 1976).

CHAPTER THREE
 RESEARCH METHODOLOGY

3.1 Research design

The researcher used descriptive research survey design in building up this

project work the choice of this research design was considered appropriate

because of its advantages of identifying attributes of a large population

from a group of individuals. The design was suitable for the study as the

study sought factors influencing the attitude of students towards the study

of mathematics in Nigeria.

3.2 Sources of data collection

Data were collected from two main sources namely:

(i)Primary source and

(ii)Secondary source

Primary source:

These are materials of statistical investigation which were collected by the

research for a particular purpose. They can be obtained through a survey,

observation questionnaire or as experiment; the researcher has adopted

the questionnaire method for this study.

Secondary source:
These are data from textbook Journal handset etc. they arise as

byproducts of the same other purposes. Example administration, various

other unpublished works and write ups were also used.

3.3 Population of the study

Population of a study is a group of persons or aggregate items, things the

researcher is interested in getting information on the study factors

influencing the attitude of students towards the study of mathematics in

Nigeria. 200 staff of selected secondary schools in Uyo, Akwa Ibom State

was selected randomly by the researcher as the population of the study.

3.4 Sample and sampling procedure

Sample is the set people or items which constitute part of a given

population sampling. Due to large size of the target population, the

researcher used the Taro Yamani formula to arrive at the sample

population of the study.

n= N

1+N (e) 2

n= 200

1+200(0.05)2
= 200

1+200(0.0025)

= 200 200

1+0.5 = 1.5 = 133.

3.5 Instrument for data collection

The major research instrument used is the questionnaires. This was

appropriately moderated. The secretaries were administered with the

questionnaires to complete, with or without disclosing their identities. The

questionnaire was designed to obtain sufficient and relevant information

from the respondents. The primary data contained information extracted

from the questionnaires in which the respondents were required to give

specific answer to a question by ticking in front of an appropriate answer

and administered the same on staff of the two organizations: The

questionnaires contained structured questions which were divided into

sections A and B.

3.6 Validation of the research instrument

The questionnaire used as the research instrument was subjected to face

its validation. This research instrument (questionnaire) adopted was

adequately checked and validated by the supervisor his contributions and

corrections were included into the final draft of the research instrument

used.

3.7 Method of data analysis

The data collected was not an end in itself but it served as a means to an

end. The end being the use of the required data to understand the various

situations it is with a view to making valuable recommendations and

contributions. To this end, the data collected has to be analysis for any

meaningful interpretation to come out with some results. It is for this

reason that the following methods were adopted in the research project for

the analysis of the data collected. For a comprehensive analysis of data

collected, emphasis was laid on the use of absolute numbers frequencies of

responses and percentages. Answers to the research questions were

provided through the comparison of the percentage of workers response to

each statement in the questionnaire related to any specified question being

considered.

Frequency in this study refers to the arrangement of responses in order of

magnitude or occurrence while percentage refers to the arrangements of

the responses in order of their proportion. The simple percentage method

is believed to be straight forward easy to interpret and understand method.

The researcher therefore chooses the simple percentage as the method to

use.

The formula for percentage is shown as.

% = f/N x 100/1

Where f = frequency of respondents response

N = Total Number of response of the sample

100 = Consistency in the percentage of respondents for each item

Contained in questions

3.8 Reliability of the Instrument

The reliability of the research instrument was determined. The Pearson

Correlation Coefficient was used to determine the reliability of the

instrument. A co-efficient value of 0.68 indicated that the research

instrument was relatively reliable. According to (Taber, 2017) the range of

a reasonable reliability is between 0.67 and 0.87.

CHAPTER FOUR

PRESENTATION ANALYSIS INTERPRETATION OF DATA

4.1 Introduction

Efforts will be made at this stage to present, analyze and interpret the data

collected during the field survey. This presentation will be based on the

responses from the completed questionnaires. The result of this exercise

will be summarized in tabular forms for easy references and analysis. It will

also show answers to questions relating to the research questions for this

research study. The researcher employed simple percentage in the

analysis.

DATA ANALYSIS

The data collected from the respondents were analyzed in tabular form

with simple percentage for easy understanding.

A total of 133(one hundred and thirty three) questionnaires were

distributed and 133 questionnaires were returned.

Question 1

Gender distribution of the respondents.

TABLE I

Gender distribution of the respondents

Response Frequency Percent Valid Percent Cumulative
Percent

Male 77 57.9 57.9 57.9

Valid Female 56 42.1 42.1 100.0

Total 133 100.0 100.0

From the above table it shows that 57.9% of the respondents were male

while 42.1% of the respondents were female.

Question 2

The positions held by respondents

TABLE II

The positions held by respondents

Response Frequency Percent Valid Percent Cumulative

Percent

principals 37 27.8 27.8 27.8

Mathematics
50 37.6 37.6 65.4
Valid teachers

Senior staff 23 17.3 17.3 82.7

Junior staff 23 17.3 17.3 100.0

Total 133 100.0 100.0

The above tables shown that 37 respondents which represents27.8% of

the respondents are principals, 50 respondents which represents 37.6 %

are mathematics teachers, 23 respondents which represents 17.3% of the

respondents are senior staff, while 23 respondents which represent 17.3%

of the respondents are junior staff

TEST OF HYPOTHESES

Hypothesis One

There are no factors that influence student’s attitude towards study of

mathematics

Table III

there are no factors that influence student’s attitude towards

study of mathematics

Response Observed N Expected N Residual

Agreed 40 33.3 6.8

strongly agreed 50 33.3 16.8
Disagreed 26 33.3 -7.3
strongly disagreed 17 33.3 -16.3
Total 133

Test Statistics

There are no
factors that
influence
students’
attitude towards
study of
mathematics.

Chi-Square 19.331a
Df 3
Asymp. Sig. .000
a. 0 cells (0.0%) have expected
frequencies less than 5. The
minimum expected cell
frequency is 33.3.

Decision rule:

There researcher therefore reject the null hypothesis that state there are

no factors that influence students’ attitude towards study of mathematics

as the calculated value of 19.331 is greater than the critical value of 7.82

Therefore the alternate hypothesis is accepted that state that there are no

factors that influence students’ attitude towards study of mathematics

Hypothesis Two

there is no significant relationship between teacher approach in teaching

mathematics and student attitude towards the subject

Table V

there is no significant relationship between teacher

approach in teaching mathematics and student
attitude towards the subject

Response Observed N Expected N Residual

Yes 73 44.3 28.7

No 33 44.3 -11.3
Undecided 27 44.3 -17.3
Total 133

Test Statistics

there is no
significant
relationship
between teacher
approach in
teaching
mathematics and
student attitude
towards the
subject

Chi-
28.211a
Square
Df 2
Asymp.
.000
Sig.
 a. 0 cells (0.0%) have
expected frequencies less
than 5. The minimum
expected cell frequency is
44.3.

Decision rule:

There researcher therefore reject the null hypothesis that state that there

is no significant relationship between teacher approach in teaching

mathematics and student attitude towards the subject as the calculated

value of 28.211 is greater than the critical value of 5.99

Therefore the alternate hypothesis is accepted that state that there is a

significant relationship between teacher approach in teaching mathematics

and student attitude towards the subject

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain

factors influencing the attitude of students towards the study of

mathematics in Nigeria

In the preceding chapter, the relevant data collected for this study were

presented, critically analyzed and appropriate interpretation given. In this

chapter, certain recommendations made which in the opinion of the

researcher will be of benefits in addressing the challenges of students’

attitude towards study of mathematics

5.2 Summary

This study was on the discourse study factors influencing the attitude of

students towards the study of mathematics in Nigeria. Four objectives

were raised which included; to determine student’s performance in

mathematics across gender, to determine the factors that influence

student’s attitude towards study of mathematics, to ascertain the

relationship between student’s performance and mathematics’ teacher, to

ascertain the cordiality between students and mathematics teacher. In line

with these objectives, two research hypotheses were formulated and two

null hypotheses were posited. The total population for the study is 200

staff of select secondary schools in Uyo, Akwa Ibom State was selected

randomly. The researcher used questionnaires as the instrument for the

data collection. Descriptive Survey research design was adopted for this

study. A total of 133 respondents made up principals, mathematics

teachers, senior staff and junior staff was used for the study. The data

collected were presented in tables and analyzed using simple percentages

and frequencies.

Conclusion

Attitude seems to matter most and in this study, students’ attitude towards

mathematics. This may negatively affect the performance of students in

mathematics and mathematics related subjects in the study. Several

factors play a vital role in influencing student’s attitude towards

mathematics in Nigeria. These factors include; poor background in

mathematics, lack of interest, anxiety towards mathematics, lack of

teaching topics with real life enriched examples, discouragement from

parents and friends. Due to these several factors, most of the students

have poor attitude towards mathematics.

Recommendation

The following are the recommendations:

1. Teachers secondary school, should motivate and encourage students to

understand that mathematics could be studied and passed just like other

subjects, and to appreciate that the subject is an essential tool, a

prerequisite for further education.

2. Teachers of mathematics in secondary school should motivate school

children to have interest in the subject right from the primary school level..

4. Teachers and other stakeholders in Nigeria education industry should

organize periodic seminars and workshops for students, parents and

teachers designed to promote positive attitudes towards mathematics.

5. Further studies should be carry out, to find the correlation between

students’ attitude towards mathematics and students’ achievement in

mathematics in Nigeria.
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Schofield, H.L. (1981). Teacher effects on cognitive and affective pupil

tcomes in elementary school mathematics. Journal of

Educational Psychology, 73,462-471

APPENDIXE

QUESTIONNAIRE

PLEASE TICK [√] YOUR MOST PREFERRED CHOICE (s) ON A

QUESTION

SECTION A

PERSONAL INFORMATION

Gender

Male [ ] Female [ ]

Age

18-25[ ]

20-30[ ]

31-40[ ]

41 and above [ ]

Educational level

WAEC [ ]
BSC/HND [ ]

MSC/PGDE [ ]

PHD [ ]

Others……………………………………………….. (please indicate)

Position

Manager [ ]

Production manager [ ]

Factory supervisors [ ]

Plant operator [ ]

Marital Status

Single [ ]

Married [ ]

Separated [ ]

Widowed [ ]

Duration of Service
0-2 years [ ]

2-5 years [ ]

5 and above [ ]

Section B

Production planning and control has effect on operational cost of Seven up

bottling company?

Agree [ ]

Strongly Agree [ ]

Disagree [ ]

Strongly Disagree [ ]

Production planning and control has effect on profitability of Seven up

bottling company?

Agree [ ]
Strongly Agree [ ]

Disagree [ ]

Strongly Disagree [ ]

Production planning and control has effect on organizational effectiveness

and productivity of Seven up bottling company?

Agree [ ]

Strongly Agree [ ]

Disagree [ ]

Strongly Disagree [ ]

There is a significant relationship between production planning/control and

operational cost in seven up bottling company.

Agree [ ]

Strongly Agree [ ]
Disagree [ ]

Strongly Disagree [ ]

There is a significant relationship between production planning/control and

profitability in seven up bottling company.

Agree [ ]

Strongly Agree [ ]

Disagree [ ]

Strongly Disagree [ ]

There is a significant relationship between production planning/control and

organizational effectiveness/productivity in seven up bottling company.

Agree [ ]

Strongly Agree [ ]

Disagree [ ]
Strongly Disagree [ ]